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Inclusive and pedagogical

strategies applied to

venezuelan migrants

Estrategias inclusivas y pedagógicas

aplicadas a los migrantes venezolanos

Eneida Del Socorro Méndez Castro

Abstract

The growing arrival of the Venezuelan migrant population in

Colombia presents a series of challenges to achieve their effective

inclusion in the educational system, in terms of curricula, culture and

school environments free of discrimination, particularly in public

educational institutions that are the ones that concentrate the

enrollment of this population with this in mind, the objective of this

research was to analyze the migrant students of the Fredonia EI who

present problems of emotional and psychological adaptation and

inclusion in social life, due to the absence of public policies that

prevent them from the pedagogical conditions for their good

development and, through the application of instruments and

techniques, dialogue and reflection of the educational community

regarding the variables, to respond to the IA action research design.

Likewise, it is expected that migrant students will give possible

answers to make reflections that will lead us to special pedagogical

and inclusive strategies for them. The results will give attention to

the implementation of these strategies and their application in the

lives of students.

*Magister, Corporación Universitaria

Iberoamericana, Docente

emendezc@ibero.edu.co.

https://orcid.org/0000-0002-6432-1079..

Article

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Keywords: Comprehension, reading, strategies, didactics.

Resumen

La creciente llegada de población migrante venezolana a Colombia

presenta una serie de desafíos para lograr su inclusión efectiva en el

sistema educativo, en términos curriculares, culturales y ambientes

escolares libres de discriminación, particularmente en las

instituciones educativas públicas que son las que concentran la

matrícula de esta población con esto en mente, esta investigación

tuvo como objetivo analizar a los estudiantes migrantes de la IE de

Fredonia que presentan problemas de adaptación emocionales,

psicológicos y de inclusión en la vida social, esto por ausencias de

políticas públicas que los apartan de las condiciones pedagógicas

para su buen desarrollo y, mediante la aplicación de instrumentos y

técnicas, el dialogo y la reflexión de la comunidad educativa respecto

a las variables, responder al diseño de investigación acción IA.

Asimismo, se prevé que los estudiantes migrantes darán respuestas

posibles para realizar reflexiones que nos lleven a las estrategias

pedagógicas e inclusivas especiales para ellos. Los resultados darán

atención a la puesta en marcha de esas estrategias y su aplicación en

la vida de los estudiantes.

Palabras clave: Comprensión, lectura, estrategias, didácticas.

Introduction

This research arises from the recognition of the realities of those

children who are being segregated due to the political and economic

aspects that frame the Venezuelan situation. Therefore, it is the duty

of this study to analyze the school context in which the migrant

students of the Fredonia IE present problems of emotional and

psychological adaptation and inclusion in social life, due to the

absence of public policies that separate them from the pedagogical

conditions for their good development.

Therefore, to address this problem it is necessary to resort to some

concepts that will contribute to the methodological proposal of this

research. Among the most outstanding theoretical references is the

approach of Interculturality as a process that according to Walsh

(2009), must go beyond a simple interaction between cultures, it

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must be a process of recognition and acceptance of the other,

therefore, be situated as a true action of transformation of society at

all levels; what the author defines as Critical Interculturality.

Likewise, another concept that consolidates the vision of an

intercultural society is born from a conception of what Maldonado

(2018) has called decolonial, understood as a social perspective that

ends the existing colonial forms between the different cultures that

can be found in a single territory, creating new societies freed from

the power of hegemonic nations. It is also important to review the

concept of migration and displacement as a result of a humanitarian

crisis according to Lamber (2006), since the migrant population is

forced to leave their territory due to different factors, especially

external ones, among which we can highlight the need to improve

their and their families' current living conditions. Likewise, for the

selection of the research approach and the structuring of the project

in question, we resorted to Bonilla (2018) who, in his work, provides

information relevant to the qualitative approach, the parameters

established in the critical paradigm of Ramos (2015) it was these

bases that support this arduous research. The problem posed allows

the application of an exploratory phase where the interpretation of

the contexts by the researchers is important, which in turn is an

interpretive process that makes it fundamental in the qualitative

research approach.

In view of the above, the proposal arises under contextual conditions

that in recent times have been very felt, not only within the

Colombian territory but also within the Latin American territory,

referring then to the migratory process by the Venezuelan population

to the Colombian territory. Such process is part of what Pizarro

(2015) mentioned in his book called Contemporary International

Migrations studies for debate; as the processes of mass movement

because of the geopolitical game where the spatial determinations of

center and periphery have been established and anchored in the

consolidated less favored contexts. In this way, based on their

economic dependence as a result of the materialization of extractivist

policies.

Migration is currently a situation that is part of many environments.

Colombia has been welcoming in its territory, families, children and

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adolescents coming from other places, mostly from the sister country

of Venezuela; within this population, young people and children who

can access the school system face other types of situations at school

level such as poor academic performance, dropout, bullying and

discrimination, which is of interest to this research group. All these

aspects, in Colombian society, have originated a series of negative

consequences that, in one way or another, have considerably affected

the cultural contribution of this population. Some of the

consequences of these problems include: school dropout, domestic

violence, increase in juvenile delinquency, increase in drug use

among adolescents, child prostitution and increase in the number of

children on the streets (Petit, 2003).

Despite the enormous efforts of the central government; to

implement public policies to facilitate access to the educational

system in Colombia (Decree 1288, 2018), it is the teachers who,

when hosting this situation in their classrooms, have to attend to the

population in a proactive and assertive way, with methodological

proposals that respond to the identified needs and that allow

designing tools that enable better ways of learning and provide

inclusive and intercultural school environments, to this Venezuelan

migrant population. And is that in addition to the abandonment of

the homeland that has implied to Venezuelans by the serious

economic, humanitarian and social crisis, generated by the

governance of its president Nicolás Maduro (Migración Colombia,

2018), the search to get out of this complicated situation such as

finding minimum conditions that allow them a dignified life is

added.

Delving into the academic literature, new approaches to this

problematic situation can be found, one of them being the work

developed by García (1993) in which he elaborates a detailed

analysis of the migratory processes of Venezuelans during the 21st

century. In these approaches, aspects of interest such as the causes

of these processes are taken up again, emphasizing an economic

blockade carried out by the USA to Latin American territories that

had tendencies to disrespect the established economic order, in this

case Venezuela, this exercise carried out as from the increase of oil

production in the Middle East, which the authors have called the era

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of Post-neoliberalism. Among the effects highlighted by the

research, aspects such as the processes of cultural anchoring and

disengagement, negative impacts within the economies of the

countries by reducing the cost of labor by simple necessity are

emphasized. These situations are reflected with greater intensity in

countries such as Peru, Ecuador and Colombia, which account for

75% of illegal migrants.

When determining the causes that give way to the problematic

situation, it can be seen how governmental bodies do not take into

account early childhood as the population that can bring with it new

opportunities for the construction of more equitable societies.

Materials and methods

According to Bonilla (2018), he explains the stages that must be

followed in any qualitative research procedure, starting with an

exploratory phase of the educational environment that contributes to

the approach of the problematic situation to then develop the

methodological design where the sample is configured based on

criteria established by the researchers; then, through some

instruments the data are collected, analyzed and interpreted, to

finally reach some conclusions that help to solve the problems

presented and respond to the objectives set. Therefore, this project is

qualitative and is framed in the generation of answers to the

questions originated from the educational problems presented in the

educational institution of Fredonia in Cartagena de Indias, through

the application of instruments and techniques, dialogue and

reflection of the educational community regarding the variables.

Consequently, the process approached for the collection of

information in the I, E of Fredonia integrated the application of

different techniques and instruments to the different internal and

external actors that intervene in the academic process, which allowed

establishing an exhaustive analysis, thus achieving their

understanding and, therefore, a more pleasant and realistic approach

in which the objective is to intervene. In order to carry out this

research it was necessary to attend to the following phases:

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For the development of this research, and in order to give the sample

a greater sufficiency and adequacy, the following aspects were

established as selection criteria:

categories were gathered to measure the ages of the migrant

population between 12 and 17 years of age, since they made possible

their school experiences in the Fredonia school.

• The type of sample that was carried out was convenience

sampling, taking into account the proximity of these children

in relation to the researchers' field of work, for which a sample

of 10 girls and 10 boys was taken, within the age range of 12

to 17 years.

• It should be noted that, as part of the characteristics of the

population, there is social, emotional and academic affectation

due to attitudinal barriers in the school environment and family

problems.

For the information gathering process in the Fredonia I, E, different

techniques and instruments were integrated to the internal and

external actors involved in the academic process, which allowed

establishing an exhaustive analysis, thus achieving their

understanding and, therefore, a more adequate approach to the

reality that is intended to intervene. They can then be sized in the

following order:

A. Documentary review and analysis

B. Interviews and questionnaires

C. Audiovisual media

D. Direct observation

E. Documentation

The interview was a fundamental strategy for the research group

because of its informal, personal and participatory nature, since it

allows a more real and active approach with the selected population;

it allowed obtaining very precise information, for which it has

chosen to work, due to the flexibility of its form and its easy

adaptation to the interviewees, since it avoids excessive formalisms.

On the other hand, another instrument implemented for data

collection were the workshops and/or questionnaires, in addition to

the fact that the workshop is based on the participation of people,

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which, according to Betancourt (2006), combines activities such as:

group work, general sessions, preparation and presentation of

minutes and reports, organization and execution of work in

commissions, research and preparation of documents. It also

stimulates cooperative work, prepares for group work and exercises

creative activity and initiative.

These implemented strategies allowed the systematization of the

information found in the different techniques focused on the

reflection process of the pedagogical action and the potentiation of

the teaching-learning processes.

Likewise, for the analysis of the information collected, we proceeded

to the implementation of triangulation, since this particular

technique employs multiple methods to explore the problem of

interest, allowing to examine the data from various angles to contrast

and compare them, generating the interpretation of the information

collected through the evidentiary participation of the researchers

themselves and through the techniques implemented (Martínez,

2015).

Results

For the analysis of the results, and from the constructed; the purposes

of this were: exploration and organization of the data, organization,

recovery of the participants' experiences, understanding of the

context, reconstruction of stories and from there generate the

contributions to the analytical construction. In this way, we

proceeded to organize the information bearing in mind the categories

and strategies implemented for subsequent analysis.

One of the strategies a priori and of greater relevance for the

approach of our objective was the method of the interview, since, to

know first hand the experiences of the teachers and directors,

students (not the parents for questions of time) with the migrant

population, this taking into account mainly the teachers and their

pedagogical practices in front of this topic that at the present time

goes through a public attention as much in national as international

means, the migrant population, in special, the NNA.

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Among the participatory voices of this research, a questionnaire

consisting of 22 questions was completed. From the above, it is

intuited that differentiated education, as expressed by teachers, is

basic. This specifies the need to establish optimal social conditions

for students in a situation of migration in the IE. However, another

reading that could be considered is the contingency that was not

stipulated in any of the documents that were delivered for

consideration such as the PEI, the SIEE, and the guidelines of

activities in relation to Covid-19 and the references of students who

were at home due to illness, but at no time of contextual situation the

word inclusion, differentiated education, was present in the surveys

for which it is considered in extreme an objective particularity in

front of the facts that the provisional statute of migrant protection

demands, as well as the national constitution. An example of this can

be observed in the surveys and the different questions analyzed and

answered by the teachers of the institution IE of Fredonia, it is

observed in the surveys that the teachers do not analyze this situation

from the action research, IA, where the teacher is a researcher of his

context.

In addition to this, another of the particularities questioned to the

teachers was regarding academic performance. The answer to this

question stated that academic performance is differentiated in such a

way that some students arrive with a high performance, while others

enter the enrollment according to the SIMAT with a low school

performance. Similarly, this type of non-inclusive language is

decontextualized in pedagogical practices, placing a fact that

indicates that Venezuelan students are human beings with material

and monetary poverty.

Following this, another teacher not only gives us, but also affirms

that there are not enough spaces from the administration to integrate

migrant students into the institutional processes of the Fredonia

institution (Figure 2). This is very important. Because didactic

experiences and pedagogical strategies such as ICTs are trying to

include the migrant population in the teaching-learning processes in

a conclusive and planned way.

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Similarly, there was evidence that migrant students should be

measured and structured based on learning styles and learning

environments. Therefore, in this sense, David Paul Ausubel's theory

of meaningful learning (SL) comes into operation. According to

Rivera (2019), one of the fundamental concepts in modern

constructivism, the theory of reference responds to the cognitive

conceptions of learning and as defined this makes sense when people

interact in their environment trying to give a direction to the world

they perceive. Here it is evident that students feel excluded.

Therefore, it leads to the emergence of xenophobia and

discrimination towards the migrant population that comes before

mistreatment and bullying.

With respect to the curriculum and inclusive education, it was

observed that the vast majority of teachers and guidelines feel

identified and satisfied, with 53% stating that the curriculum is well

defined in terms of migrant population. And very satisfied with 9%

of the surveys. According to UNESCO (2019), in the case of the

entity that corresponds to the guidelines of its differentiated

education contexts, however, methodological shortcomings are

observed.

However, in the following survey they were dissatisfied with

inclusive education at the IEF. This reflects that among teachers and

managers there are significant differences. Some of them are 58%

dissatisfied, but 23% are equally satisfied, so that the policies of

inclusion of the migrant population are quite far from the public

goals.

Likewise, in the following survey it is noted that there is a degree of

acceptability in the institution's policies towards the migrant

population, 53% of the participants. However, the surveys narrated

or life stories refer to the social fabrics that sometimes break because

these policies are very thin. Migration is a process that is often

painful and, when migrant students arrive, their conditions are not

the best.

Finally, it is evidenced by 64% of the respondents and, likewise, it

was analyzed that the directors and teachers feel satisfied with the

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inclusion policies in the institution. This is reflected in the fact that

the institution's leaders are aware of the regulations of inclusive

education and of the didactic strategies to solve the situation and

integrate the migrant population into the institution's programs in

representation of a school coexistence that helps these students to

adapt to the inclusive processes. Similarly, 11% feel that the

institution does little for the didactic experience and the inclusion of

the migrant population in the dynamics of the institution. Now, the

statutory law 1618 of 2013.

Discussion

Understanding the social experiences of Venezuelan migrant

children in educational institutions in Cartagena, has been the

intention of this research work in order to know this type of actions.

Similarly, other variables are studied along the way, such as social

practices and crimes against Venezuelan migrants who attend

educational institutions, as in the case analyzed by Barrios Morales

and collaborators (2020), where the problems of students and their

danger of falling into the hands of human trafficking networks are

exposed.

Faced with this problem about migrants and their inclusion in the

educational institution of Cartagena called IE of Fredonia, we have

reflected from the pedagogical practices that are instilled in the PEI

and curricula. Beforehand, this action of qualitative aspect is given

in the investigative practice of action IA. Whose denominations

seek, before the multiple questions of the varieties of pedagogical

practice, to draw definitions of what Action Research is. That is, as

Latorre (2015) says, this action research is used in different senses

and, not depending on concrete or static criteria. Rather, it is the

arrangement of categories to define certain methodological

orientations. This leads us to think about the concrete realities of

migrant students and the capabilities that teachers have to investigate

this type of problems in order to solve them in the best possible way

and one of them is the didactic strategies.

The actions carried out in the institutions of the district of Cartagena

have been mediated by the practices that the directors and teachers

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have taken as a fundamental element so that the students of

Venezuelan origin can develop all their potentials within the

framework of interculturality and differentiated education. In this

sense, Elliot (1994) defines this action research as a study of the

social situation in order to improve the quality of action within it.

Therefore, the idea of these actions of pedagogical practices and

strategies involves the teacher-researcher and calls the non-teacher-

researcher to investigate a specific case. What we must understand

is that, if in the IE of Fredonia are carried out such practices of

inclusion, basic pedagogical strategies, if this arises from the

impositions of the referents.

During the covid-19 pandemic, the school experienced a series of

policies that were able to transform pedagogical practices for the

benefit of the actors and the educational community. Therefore, this

study is given in the context of what was a time of academic

difficulties of all kinds that diminished the educational rights of

children and adolescents in the classroom.

However, when studying the PEI of the institution of Fredonia we

realize that in the context of this document made in the years of the

pandemic we look at the progress and educational and teaching-

learning processes "in order to strengthen public policy management

strategies and ensure the provision of educational service during the

health emergency situation arising from the pandemic, the

Educational Institution of Fredonia provides all the actions that

allow adequately accompany the learning processes at home of

children, girls, young people" (Núñez, 2021).

Finally, from these comprehensive and participatory perspectives,

this project on the migrant population is presented as a teaching and

learning opportunity as stated in the initial conditions of this research

project.

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