This article intends to reflect, based on the results of two studies carried out in schools with migrant students in communes of the Metropolitan Region of Chile, the way in which discourses and practices built around the nation and national issues produce and re-produce boundaries within the school space, even though they intend to address some of the effects of the classifications and hierarchies that these borders establish. The text seeks to show concrete mechanisms of these bordering processes, built from the ways in which the nation is said and acted.