Migración, diferenciación y afectos: Rastros de inequidades en una escuela pública de Montevideo

Abstract

In this work we analyze the conditions of inequality, racialization and differentiation experienced by migrant children from the theoretical perspective of the feminist affective turn and through a qualitative study with an ethnographic approach in a public school in the city of Montevideo. We discuss bias based points of view regarding the origins of contemporary migrations in Uruguay, teacher perceptions about uprooting and its effects on educational proposals aimed at migrant school population. We conclude with the need to expand the margins of recognition and the importance of interdependence as a political key to advance in educational transformations that contemplate human mobility in education.