BIOGRAPHICAL NARRATIVES OF IMMIGRANT SCHOOLCHILDREN IN CHILEAN EDUCATION: AN APPROACH FROM THE APPRAISAL SYSTEM

Abstract

This Collective Case Design describes the evaluative resources produced by fourteen immigrant schoolchildren, who construct a narrative discourse shaped by their experiences, educational transitions and academic-professional expectations. For this purpose, in-depth interviews and a collective participatory methodology, both of a biographical-narrative nature, were carried out. Positioned from the APPRAISAL system, the semantic-discursive component of ATTITUDE and its three levels of expression are examined: AFFECT, JUDGMENT! and APPRECIATION. The results highlight the incidence of factors such as: family support, racism, the role of teachers and the expectations of university education and access to work. These elements emerge as key variables in the educational transitions of those immigrant students who have experienced changes in culture and space.