Imaginarios sociales de docentes de básica primaria en torno a la educación inclusiva de la población migrante en contextos de frontera
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Fecha
2025
Autores
Hernández Morantes, Carlos Fernando
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
La Escuela de frontera en los últimos años ha venido transformando sus realidades a partir de la llegada de la población migrante en las aulas, posicionando al docente como pilar fundamental para realizar procesos de inclusión. La presente investigación tiene como propósito comprender los imaginarios sociales de docentes de básica primaria en torno a la educación inclusiva de población migrante en contextos de frontera. Se asume el proceso investigativo desde el paradigma interpretativo, enfoque metodológico cualitativo y del método de la etnografía reflexiva comprendiendo la realidad social que construye el docente a través de los diálogos en la vida cotidiana, reconociendo desde las funciones del discurso referencial, expresiva, pragmática, los acuerdos sociales desde las dimensiones del ser, hacer, decir y representar que permitiera visibilizar los imaginarios sociales de los docentes. Como resultado se observan los acuerdos sociales sobre las conductas y actitudes de la familia, percepción sobre el estudiante migrante, interacción entre estudiantes migrantes y locales, percepción sobre el proceso de matrícula, situación económica y percepción general sobre la población migrante, estrategias aplicadas por
el docente para la inclusión de la población migrante. Se visibiliza que se han configurado imaginarios negativos sobre la población migrante, generando incertidumbre en el docente al afrontar prácticas inclusivas, derivando en prácticas asimilacionista que impiden el desarrollo de procesos inclusivos. Por último, propone como elementos para la reconfiguración de los imaginarios sociales de los docentes en contexto de frontera, el trabajo en simultaneidad de las dimensiones socioculturales, prácticas pedagógicas, acceso y permanencia.
The Border School in recent years has been transforming its realities due to the arrival of migrant populations in the classrooms, positioning the teacher as a fundamental pillar for carrying out inclusion processes. The purpose of this research is to understand the social imaginaries of primary school teachers regarding inclusive education for migrant populations in border contexts. The research process is approached from the interpretative paradigm, qualitative methodological approach, and the method of reflective ethnography, understanding the social reality constructed by the teacher thru dialogs in everyday life, recognizing from the functions of referential, expressive, and pragmatic discourse, the social agreements from the dimensions of being, doing, saying, and representing that would allow the social imaginaries of the teachers to be made visible. As a result, social agreements are observed regarding family behaviors and attitudes, perceptions of migrant students, interaction between migrant and local students, perceptions of the enrollment process, economic situation, and general perceptions of the migrant population, as well as strategies applied by the teacher for the inclusion of the migrant population. It becomes evident that negative imaginaries about the migrant population have been formed, generating uncertainty in the teacher when facing inclusive practices, resulting in assimilationist practices that hinder the development of inclusive processes. Finally, it proposes as elements for the reconfiguration of the social imaginaries of teachers in border contexts, the simultaneous work on sociocultural dimensions, pedagogical practices, access, and retention.
The Border School in recent years has been transforming its realities due to the arrival of migrant populations in the classrooms, positioning the teacher as a fundamental pillar for carrying out inclusion processes. The purpose of this research is to understand the social imaginaries of primary school teachers regarding inclusive education for migrant populations in border contexts. The research process is approached from the interpretative paradigm, qualitative methodological approach, and the method of reflective ethnography, understanding the social reality constructed by the teacher thru dialogs in everyday life, recognizing from the functions of referential, expressive, and pragmatic discourse, the social agreements from the dimensions of being, doing, saying, and representing that would allow the social imaginaries of the teachers to be made visible. As a result, social agreements are observed regarding family behaviors and attitudes, perceptions of migrant students, interaction between migrant and local students, perceptions of the enrollment process, economic situation, and general perceptions of the migrant population, as well as strategies applied by the teacher for the inclusion of the migrant population. It becomes evident that negative imaginaries about the migrant population have been formed, generating uncertainty in the teacher when facing inclusive practices, resulting in assimilationist practices that hinder the development of inclusive processes. Finally, it proposes as elements for the reconfiguration of the social imaginaries of teachers in border contexts, the simultaneous work on sociocultural dimensions, pedagogical practices, access, and retention.
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Palabras clave
Acuerdos sociales, Educación inclusiva, Imaginarios sociales, Inclusión de población migrante
