The purpose of this study is to analyze how through the promotion of the territories favors the development of inclusive migrant schools, for this purpose they are discussed around theoretical and referential elements that affect the development of an inclusive education considering the migratory processes developed in Chile, but that have the territory as a common articulating axis in the Latin American context. The migratory processes throughout Latin America have been present since its inception, it is interesting to explore how this phenomenon constitutes an important source of interculturality configuration that should be addressed by the school system facilitating and contributing to the development of more inclusive schools. Another aspect to address is how the adaptation and preparation of the territories can favor recent migratory processes, transforming the different actors of the school system into responsible for installing real and effective policies of inclusion. Thus, the binomial education-territory is presented as a bridge and engine of aspirations for the development of rural communities with migratory characteristics, being necessary to deepen the understanding of the educational mechanisms that make some territories have a better development than others. As a whole, the results suggest that policies should invest both in individuals (schooling and assets), and in territories (public goods, promotion of productive diversification, etc.) so that migratory territories can deploy their potential and achieve development and inclusion. For such purposes we are interested in addressing questions such as: how does the territory contribute to the development of inclusive schools? Is it possible to prepare the territories to establish inclusive public policies? questions that we seek to elucidate.El presente estudio tiene como propósito analizar cómo, a partir de la dimensión territorial, es posible proponer un sistema escolar inclusivo en contextos migratorios diversos. Para tal efecto se discute en torno a elementos teóricos y desde un enfoque territorial, las estrategias de intervención para que los diferentes niveles de gobierno tengan participación en el fortalecimiento de las estancias y espacios de educación pública ante un contexto de recepción de migrantes internacionales. Así, desde el enfoque territorial, la educación se presenta como puente y motor de aspiraciones para el desarrollo de las comunidades rurales, siendo necesario profundizar en los mecanismos educativos en los territorios que tienen una importante movilidad de personas mediante la migración. En su conjunto, los resultados sugieren que las políticas públicas, al adoptar el enfoque territorial para el desarrollo, están dirigidas no solo al individuo (escolaridad y activos), sino también al territorio desde el cual los sujetos son actores y agentes del desarrollo; es en este sentido que consideramos que los territorios se configuran y transforman de diferentes maneras mediante la migración, por ello, a través del análisis desde lo territorial, es posible proponer una educación inclusiva para personas migrantes. Para tales propósitos nos interesa abordar ¿de qué modo el enfoque territorial del desarrollo rural puede contribuir al desarrollo de escuelas inclusivas en territorios migrantes?, interrogante que buscamos dilucidar.