Abstract
Over the last decade, Uruguay has begun to receive migrant population from diverse Latin-american origins. Such fenomenon rages through a number of debates on educational policies and planification on a national scale. This paper is the result of field work experience in a primary public school in Montevideo - Uruguay. The school has a high percentage of migrant population and represents one of the prime experiences on the subject. The aim of this paper is to address our look towards children in Portugal School to denaturalize some abstract categorizations that usually appear to remark “the immigrant”. Field experience show, beyond institutional dynamics, how diverse-origin-children daily interactions are able to build borders and dualities outside the national/foreigner opposition.The ethnographic approach seeks to visualize constructed meanings on migrations.
Keywords:
migration; childhood; ethnography with children; Uruguay