Diseño de estrategias pedagógicas de integración educativa para los estudiantes migrantes en el ingreso al sistema educativo colombiano en la Institución Educativa la Frontera del municipio de Villa del Rosario, Norte de Santander, Colombia
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Fecha
2022
Autores
Cetina Rangel, Deissy Caterine
Mera García, Myriam Elena
Ramírez Portilla, Clara Inés
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Ediciones Universidad Simón Bolívar
Facultad de Ciencias Jurídicas y Sociales
Facultad de Ciencias Jurídicas y Sociales
Resumen
El objetivo general de esta investigación es diseñar estrategias pedagógicas de integración educativa que favorezcan el proceso de incorporación y adaptación académica de los estudiantes migrantes al sistema educativo colombiano en la Institución Educativa la Frontera del municipio de Villa del Rosario, Norte de Santander. La investigación está enmarcada en el paradigma sociocrítico y la metodología investigación acción con un enfoque cualitativo, fundamentada con las teorías de Paulo Freire, Henry Giroux, Manuel Valenzuela quienes vislumbran una mirada crítica de la realidad en búsqueda de la transformación de la misma, realizándose un ejercicio de comprensión y análisis de la población educativa, por medio de la aplicación de dos grupos focales a diez estudiantes del grado cuarto y sus representantes legales, una entrevista a profundidad a dos directivos y tres administrativos de la institución. Los hallazgos fueron sistematizados, analizados e interpretados mediante una matriz de categorización y codificación, como resultado surgen tres categorías (estudiantes migrantes en la escuela: sentimientos y percepciones académicas, las familias migrantes en el ámbito educativo colombiano y proceso de matrícula), las cuales se analizan y permiten sugerir estrategias pedagógicas que faciliten el proceso de integración y acompañamiento académico de los estudiantes migrantes concluyendo en el diseño de la ruta para permitir la integración, adaptación e identidad del estudiante migrante en la escuela.
The general objective of this research is to design pedagogical strategies of educational integration which stimulate the process of incorporation and academic adaptation of migrant students to the Colombian educational system in “La Frontera” school of the municipality of Villa del Rosario, Norte de Santander. The research is framed in the sociocritical paradigm and the action research methodology with a qualitative approach, based on the theories of Paulo Freire, Henry Giroux and Manuel Valenzuela, who perceive a critical view of reality looking for its transformation, carrying out an activity of understanding and analysis of the educational population, through the application of two specific groups integrated by ten students of fourth grade and their legal representatives, an in-depth interview for two coordinators or director and three administrative staff of the institution. The findings were systematized, analyzed and interpreted through a matrix of categorization and coding, as a result three categories emerged (migrant students at school: feelings and academic perceptions, migrant families in the Colombian educational environment and registration process), which are analyzed and allow suggesting pedagogical strategies that facilitate the process of integration and academic accompaniment of migrant students concluding in the design of the route to allow the integration, adaptation and identity of the migrant student at school.
The general objective of this research is to design pedagogical strategies of educational integration which stimulate the process of incorporation and academic adaptation of migrant students to the Colombian educational system in “La Frontera” school of the municipality of Villa del Rosario, Norte de Santander. The research is framed in the sociocritical paradigm and the action research methodology with a qualitative approach, based on the theories of Paulo Freire, Henry Giroux and Manuel Valenzuela, who perceive a critical view of reality looking for its transformation, carrying out an activity of understanding and analysis of the educational population, through the application of two specific groups integrated by ten students of fourth grade and their legal representatives, an in-depth interview for two coordinators or director and three administrative staff of the institution. The findings were systematized, analyzed and interpreted through a matrix of categorization and coding, as a result three categories emerged (migrant students at school: feelings and academic perceptions, migrant families in the Colombian educational environment and registration process), which are analyzed and allow suggesting pedagogical strategies that facilitate the process of integration and academic accompaniment of migrant students concluding in the design of the route to allow the integration, adaptation and identity of the migrant student at school.
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Palabras clave
Estrategias pedagógicas, Estudiantes migrantes, Incorporación, Adaptación, Identidad, Sistema educativo, Pedagogical strategies, Migrant students, Incorporation, Adaptation, Identity, Educational system
