La inclusión de estudiantes Venezolanos en la institución educativa técnica en gestión empresarial Gabriela Mistral
La inclusión de estudiantes Venezolanos en la institución educativa técnica en gestión empresarial Gabriela Mistral
Autores
Director
Gil Gómez, Magda Jhovana
Autor corporativo
Recolector de datos
Otros/Desconocido
Director audiovisual
Editor/Compilador
Editores
Universidad Tecnológica de Pereira
Tipo de Material
Fecha
2022
Cita bibliográfica
Título de serie/ reporte/ volumen/ colección
Es Parte de
Resumen
El presente trabajo se enmarca en un enfoque cualitativo con un diseño metodológico
de estudio de caso único, centrado en comprender cómo se producen los procesos de inclusión de estudiantes venezolanos en la Institución Educativa Técnica en Gestión Empresarial Gabriela Mistral del municipio El Carmen de Bolívar, en el departamento de Bolívar. Institución educativa de carácter oficial. De este modo y para este ejercicio se contó con la participación de algunos docentes y estudiantes venezolanos de la institución educativa en mención, a fin de comprender el fenómeno a partir de la perspectiva de los actores y sus realidades respecto a la unidad de análisis del presente estudio desde el contexto educativo. Los datos recolectados fueron suministrados a través de entrevistas semi-estructuradas, concluyendo para este caso en particular, que la inclusión se basa únicamente en la oportunidad de acceso a la educación que se concede a los estudiantes inmigrantes, mas no se
brinda una educación intercultural e inclusiva que se encuentre basada en las necesidades, interese e identidades de los mismos, desde el reconocimiento de la otredad; acrecentando cuestionamientos sobre el papel de la educación como acto social que involucra permanentemente lo personal, lo cultural y lo social de sus actores, a fin de garantizar la legitimidad de estos en espacios educativos.
The present work is framed in a qualitative approach with a methodological design of a single case study, focused on understanding how the inclusion processes of Venezuelan students are produced in the Gabriela Mistral Technical Educational Institution in Business Management of the municipality of El Carmen de Bolívar, in Bolivar Department. Official educational institution. In this way and for this exercise, some Venezuelan teachers and students from the educational institution in question participated, in order to understand the phenomenon from the perspective of the actors and their realities regarding the unit of analysis of the present study from the educational context. The data collected was provided through semi-structured interviews, concluding for this particular case, that inclusion is based solely on the opportunity to access education that is granted to immigrant students, but intercultural education is not provided and inclusive that is based on the needs, interests and identities of the same, from the recognition of otherness; increasing questions about the role of education as a social act that permanently involves the personal, cultural and social aspects of its actors, in order to guarantee their legitimacy in educational spaces.
The present work is framed in a qualitative approach with a methodological design of a single case study, focused on understanding how the inclusion processes of Venezuelan students are produced in the Gabriela Mistral Technical Educational Institution in Business Management of the municipality of El Carmen de Bolívar, in Bolivar Department. Official educational institution. In this way and for this exercise, some Venezuelan teachers and students from the educational institution in question participated, in order to understand the phenomenon from the perspective of the actors and their realities regarding the unit of analysis of the present study from the educational context. The data collected was provided through semi-structured interviews, concluding for this particular case, that inclusion is based solely on the opportunity to access education that is granted to immigrant students, but intercultural education is not provided and inclusive that is based on the needs, interests and identities of the same, from the recognition of otherness; increasing questions about the role of education as a social act that permanently involves the personal, cultural and social aspects of its actors, in order to guarantee their legitimacy in educational spaces.