El estudio se inscribe en el ámbito de la inclusión educativa (IE) de niños y niñas migrantes. Se focaliza en el incremento de familias inmigrantes venezolanas en Santiago de Chile y el ingreso de sus hijos/as a primer ciclo escolar. El objetivo fue aportar voz a este grupo etario con el propósito de describir cómo la parentalidad positiva se constituye en agente protector de su IE. La investigación con aproximación cualitativa descriptiva no experimental se valió de codificación abierta guiada por los objetivos del estudio. Para ello, se aplicó un guion temático validado por tres expertos independientes, a un grupo focal de estudio de 30 estudiantes, insertos en tres escuelas públicas. Los resultados permiten concluir que las competencias parentales positivas, especialmente las de apoyo emocional, inciden positivamente en la IE.

The study is part of the educational inclusion (EI) of migrant children. It focuses on the increase of Venezuelan immigrant families in Santiago de Chile and the entry of their children to the first school cycle. The objective was to provide a voice to this age group in order to describe how positive parenting becomes a protective agent of their IE. Non-experimental descriptive qualitative approach research used open coding guided by the study objectives. To do this, a thematic script, validated by three independent experts, was applied to a focus group of 30 students, inserted in three public schools. The results allow us to conclude that positive parenting skills, especially emotional support skills, have a positive impact on EI.

The study is part of the educational inclusion (EI) of migrant children. It focuses on the increase of Venezuelan immigrant families in Santiago de Chile and the entry of their children to the first school cycle. The objective was to provide a voice to this age group in order to describe how positive parenting becomes a protective agent of their IE. Non-experimental descriptive qualitative approach research used open coding guided by the study objectives. To do this, a thematic script, validated by three independent experts, was applied to a focus group of 30 students, inserted in three public schools. The results allow us to conclude that positive parenting skills, especially emotional support skills, have a positive impact on EI.