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The purpose of this paper is to investigate those socio-cultural process generated by the participation of a group of sudamerican children in inmigratory family project. This involves asking questions about what kind of mechanisms are used by children to define, interpret and re-intepret their identities when their frames of socialization change, especially at school. Two arguments are developed. First, inmigration responsability, from children's view, is placed on their role as students, while education is understood as an opportunity for social and economic promotion. Second, at school, etnic and national belongings become important when they are stressed by different looks and interpretations that single them out. [ABSTRACT FROM AUTHOR]