Teachers' Subjectivities in the Identity and Symbolic Production of Chile's Northern Border Territory

Abstract

This article analyzes how the territorial diversity of northern Chile, shaped by its border condition, configures teacher subjectivity, that is, their experiences, practices, and relationships with both Chilean and migrant students. Using a qualitative and situated approach, it examines how teachers enact contextually constructed educational practices within a setting marked by cultural mixture, diverse migratory trajectories, and socio-territorial transformations. The article identifies the border not merely as a geographic boundary, but as a generative space of meaning, belonging, and pedagogical identities. Teachers’ experiences reveal a situated agency that challenges homogeneous normative frameworks, highlighting territoriality, rurality, and diversity as key elements for rethinking teaching practices in border contexts.