The purpose of this article is to reflect on migration in Chile, its characteristics and conceptual and statistical approaches that allow the understanding of the current phenomenon when it is observed from the perspective of social vulnerability, considering the consequences it entails for the migrant population when they try to be included in a foreign country. The subject will be approached from what happens with the current public policy in relation to migration and how it has permeated the development of the school and the reflections that arise from it. Then, some researches will be presented that show the way in which the migration phenomenon is approached within formal school contexts and its impact on the development of inclusive educational and learning processes. Finally, from a post-critical approach, both inclusive education and interculturality will provide us with elements that will allow us to elucidate answers to the requirements and needs of the migrant population, regarding the transformation that the school must carry out as an institution, and in particular within the didactic space, in order to consider the diversity of the student body as a fundamental principle.

Migration; Vulnerability; Inclusion; Diversity; Interculturality.