La convivencia escolar ante el fenómeno de la diáspora venezolana desde una aproximación pedagógica intersubjetiva
Cargando...
Fecha
2023
Autores
Villadiego Muñoz, Yudys Carmenza
Título de la revista
ISSN de la revista
Título del volumen
Editor
Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La convivencia escolar como proceso de interacción socioeducativa basa
sus relaciones subjetivas e intersubjetivas entre los actores para fortalecer la
enseñanza y aprendizaje dentro de un clima armónico. Esta investigación centra
su objetivo en comprender fenomenológicamente la convivencia escolar a partir de
las vivencias cotidianas entre estudiantes colombo – venezolanos, cuya reflexión
coadyuve al desarrollo de los procesos académicos en las instituciones
educativas. Consciente de que la diáspora es un fenómeno social emergente e
inestable producto de la diversidad cultural, donde es necesario establecer los
factores que inciden en los diferentes procesos migratorios como los cambios
políticos y económicos, siendo la búsqueda de una mejor calidad de vida el motivo
principal para migrar. Por consiguiente, se resalta la necesidad de plantear
propuestas contextualizas que permitan una verdadera integración de la
población migrante en los contextos de las instituciones educativas.
Se destaca la relevancia de la investigación a nivel científico, teórico y
socioeducativo, por tal razón, esta situación es considerada para lograr el alcance
del objetivo propuesto, resulta congruente abordar metodológicamente el presente
estudio desde el paradigma interpretativo, con un enfoque naturalista propio de la
investigación cualitativa enmarcado en la tradición de la fenomenología
hermenéutica. Los resultados obtenidos develan que las relaciones intersubjetivas
que se gestan al interior de los centros educativos están marcadas por la
experiencia vivida de los migrantes venezolanos durante la convivencia escolar
con los estudiantes nativos de Colombia, la cual se entreteje inicialmente en un
bucle problémico que engloba indicadores que inciden en la coexistencia como
son los conflictos socioeducativos, relaciones interpersonales, diversidad y
adaptabilidad. Posteriormente, se han establecidos estados de equilibrios
temporales generando un proceso de adaptabilidad y aceptación de la diversidad
cultural y lingüística, permitiendo el acoplamiento al entorno y fomentando las
relaciones multiculturales. Aceptar estas nuevas relaciones, implica valorarlas de
manera afectiva y positiva, mostrando un proceso de verdadera integración e
inclusión, así como la creación de un entorno educativo pacífico, en este proceso
5
los valores juegan un papel fundamental, convirtiéndose estos en elementos
claves para promover la integración social entre las diferentes poblaciones.
El concepto de diversidad cultural se valora positivamente, pero de igual
forma, se revisa y estudia desde los diferentes desafíos que conllevan la
socialización e integración entre culturas distintas que enfrentan desafíos
emocionales que buscan ser regulados.De igual forma, se identifican en el entorno
educativo impactos negativos que son manifestados por desequilibrios
socioculturales, exclusión, xenofobia, agresiones, dando lugar a fenómenos como
el bullying. Por otro lado se destaca impactos positivos, donde los procesos
migratorios ofrecen oportunidades de intercambio de conocimiento, compartir
tradiciones y prácticas culturales a través de enfoques dialógicos multiculturales.
Se concluye que, resignificar la convivencia coloca en el centro a la
diversidad cultural, por tanto, se entiende como coexistencia de interacciones
dentro del contexto socioeducativo. Es equivalente a “compartir” porque conduce
al reconocimiento y aceptación del ser, sus saberes y sus haceres; de allí que, la
propuesta pedagógica sobre la convivencia escolar contempla la Mediación
Educativa Intercultural – MEI con el propósito de crear espacios dialógicos para la
valoración del ser individual y social, forjar la identidad en el marco de la unidad y
diversidad y poder transitar de la multiculturalidad a la interculturalidad educativa.
School coexistence as a process of socio-educational interaction bases its subjective and inter-subjective relationships among the actors to strengthen teaching and learning within a harmonious climate. This research focuses its objective in understanding phenomenologically the school coexistence from the daily experiences among Colombian-Venezuelan students, whose reflection contributes to the development of the academic processes in the educational institutions. Aware that the diaspora is an emerging and unstable social phenomenon product of cultural diversity, it motivates establishing the factors that influence in the different migratory processes, such as political and economical changes, being the principal motive to migrate the constant search of a better life quality. In consequence, the necessity to present contextualized solutions that allow an integration of the migrant population in educational institution environments. The relevance of research at a scientific, theoretical and socio-educational level is brought into attention. For this reason, this situation is considered to achieve the proposed objective; it is congruent to methodologically approach this study from the interpretative paradigm, with a naturalistic approach typical of qualitative research framed in the tradition of hermeneutic phenomenology. The results obtained reveal that the inter-subjective relationships that develop within the educational centers are marked by the lived experience of Venezuelan migrants during school coexistence with Colombian native students, which is initially interwoven in a problematic loop that encompasses indicators that affect coexistence such as socio-educational conflicts, interpersonal relationships, diversity and adaptability. Subsequently, temporary states of equilibrium have been established, generating a process of adaptability and acceptance of cultural and linguistic diversity, allowing the coupling to the environment and fostering multicultural relations. Accepting these new relationships involves value them in a affective and positive manner, showing a process of true integration and inclusion, as well as the creation of an pacific educational environment, in this process value 7 play part of a fundamental role, becoming in key elements to promote the social integration between the different populations. The concept of cultural diversity is positively valued, but it is also studied and examined from the different challenges that come with socialization and integration between distinct cultures that face emotional challenges seeking being regulated. In addition, negative impacts are identified in the educational setup that are manifested by sociocultural imbalances, exclusion and xenophobia, aggression, allowing multiple phenomenon such as bullying. In the contrary, positive impacts are highlighted, where migratory processes offer intellectual exchange opportunities, sharing traditions and cultural practices through multicultural dialogic approaches. It is concluded that, resignifying coexistence places cultural diversity at the center, therefore, it is understood as coexistence of interactions within the socioeducational context. It is equivalent to "sharing" because it leads to the recognition and acceptance of the self, its knowledge and its doings; hence, the pedagogical proposal on school coexistence contemplates Intercultural Educational Mediation - MEI with the purpose of creating dialogic spaces for the valuation of the individual and social being, forging identity within the framework of unity and diversity and being able to move from multiculturalism to educational interculturalism.
School coexistence as a process of socio-educational interaction bases its subjective and inter-subjective relationships among the actors to strengthen teaching and learning within a harmonious climate. This research focuses its objective in understanding phenomenologically the school coexistence from the daily experiences among Colombian-Venezuelan students, whose reflection contributes to the development of the academic processes in the educational institutions. Aware that the diaspora is an emerging and unstable social phenomenon product of cultural diversity, it motivates establishing the factors that influence in the different migratory processes, such as political and economical changes, being the principal motive to migrate the constant search of a better life quality. In consequence, the necessity to present contextualized solutions that allow an integration of the migrant population in educational institution environments. The relevance of research at a scientific, theoretical and socio-educational level is brought into attention. For this reason, this situation is considered to achieve the proposed objective; it is congruent to methodologically approach this study from the interpretative paradigm, with a naturalistic approach typical of qualitative research framed in the tradition of hermeneutic phenomenology. The results obtained reveal that the inter-subjective relationships that develop within the educational centers are marked by the lived experience of Venezuelan migrants during school coexistence with Colombian native students, which is initially interwoven in a problematic loop that encompasses indicators that affect coexistence such as socio-educational conflicts, interpersonal relationships, diversity and adaptability. Subsequently, temporary states of equilibrium have been established, generating a process of adaptability and acceptance of cultural and linguistic diversity, allowing the coupling to the environment and fostering multicultural relations. Accepting these new relationships involves value them in a affective and positive manner, showing a process of true integration and inclusion, as well as the creation of an pacific educational environment, in this process value 7 play part of a fundamental role, becoming in key elements to promote the social integration between the different populations. The concept of cultural diversity is positively valued, but it is also studied and examined from the different challenges that come with socialization and integration between distinct cultures that face emotional challenges seeking being regulated. In addition, negative impacts are identified in the educational setup that are manifested by sociocultural imbalances, exclusion and xenophobia, aggression, allowing multiple phenomenon such as bullying. In the contrary, positive impacts are highlighted, where migratory processes offer intellectual exchange opportunities, sharing traditions and cultural practices through multicultural dialogic approaches. It is concluded that, resignifying coexistence places cultural diversity at the center, therefore, it is understood as coexistence of interactions within the socioeducational context. It is equivalent to "sharing" because it leads to the recognition and acceptance of the self, its knowledge and its doings; hence, the pedagogical proposal on school coexistence contemplates Intercultural Educational Mediation - MEI with the purpose of creating dialogic spaces for the valuation of the individual and social being, forging identity within the framework of unity and diversity and being able to move from multiculturalism to educational interculturalism.
Descripción
Palabras clave
Diáspora, Convivencia, Fenomenología, Intersubjetividad, Diversidad cultural, Mediación, Diaspora, Coexistence, phenomenology, Intersubjectivity, Cultural diversity, Mediatio