The objective of the article is to offer an approximation to the migratory situation produced in Chile in the last two decades, from the perspective of the recognition theory. During this period, Chile has experienced, in fact, a substantial increase in the arrival of foreign immigrants. In particular, the text aims to develop a perspective on the impact on the Chilean compulsory school system and in relation to its characteristic monoculturalism, assuming that this last characterization defines the typical way of working of the country's social institutions; especially, the way the primary and secondary school system works. For this purpose, we examine the way in which, from the problems of diversity and inclusion, a conception of the school system can be developed that does not depend on a monocultural understanding, in the understanding that it is precisely a change in this understanding that will affect positively the relationship that national institutions and their citizens have with foreigner people.