Migrar y ser migrante: nociones de migrantes extranjeros actuales asentados en cuatro ciudades del sur de Chile

Abstract

Migrating and being a migrant: Notions of current foreign migrants settled in four cities of southern Chile This article presents the results of a qualitative study which explored the notions of migrating and being a migrant that foreigners settled in four cities of southern Chile (Valdivia, Osorno, Puerto Montt and Castro) have regarding their own migration process. In order to construct a substantive theory derived from the data, the methodology was developed based on the procedural guidelines of Grounded Theory (Strauss and Corbin, 2002) using semi-structured of 21 participants from Europe, Latin American, the Caribbean, Asia and the Middle East. The main results reveal that migration concepts associated with cultural identification processes are related to the voluntary or involuntary obliteration of relational practices of origin in the place of settlement and reproduction as a form of resistance to not lose such practices. Moreover, conceptions of being a migrant built on what participants believe that Chileans think about them reveal that Europeans are valued positively and Latin Americans are valued negatively, nested around physical appearance, skin color and prejudices about trades and/or expected work performance. Likewise, non-migrants and migrants identify themselves as ordinary people in a desire to subvert the dominant classifications that reproduce relations of economic inequality and cultural exclusion. Finally, we conclude that, for the migrants themselves, migration is primarily a process of growth and personal enrichment regardless of the reasons for departure and the material or emotional conditions experienced in the place of settlement.

Migration and Youth Empowerment

“…Like other recent studies, such as that conducted by Corvalán Nazal et al (2018), we have tried to give space to subjectivity and capture those aspects that account for the growth, personal development, self-knowledge processes, learning and significant knowledge that the migratory experience has afforded these young people.…”

El ser humano en el fluir del encuentro y el respeto

“…Entonces, el proceso de escolarización de estudiantes migrantes es abordado desde la política educativa en forma insuficiente, bajo el principio del acceso al sistema escolar (Joiko y Vásquez, 2016). Ejemplos de discriminación son extensos, como los emanados respecto a procesos históricos que involucran a Chile, Perú y Bolivia, incluso llegando algunas veces a que los pequeños manifestaran el deseo de salirse de la escuela y regresar a su país de origen (Nazal, Velásquez y Muñoz, 2019). Por ello, el trabajar en la paridad de quienes construyen el currículo no es sobre la instalación de mujeres en cargos importantes y claves en una organización, sino más bien en el conocimiento de que esta suerte de feminismo liberal o corporativo de las élites solo profundizan en la aceptación de patrones androcéntricos que fomentan la desigualdad y posicionan estas 'acciones solución'herramienta propia de los agentes de cambio -como medidas parches y no cambios sustanciales (Fraser, 2016).…”