Efecto del proceso posmigratorio, en el desempeño escolar de los niños y niñas de nacionalidad venezolana, del grado preescolar, de una institución educativa de Pereira
Efecto del proceso posmigratorio, en el desempeño escolar de los niños y niñas de nacionalidad venezolana, del grado preescolar, de una institución educativa de Pereira
Autores
Director
Orozco Bedoya, Johanna
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
La presente investigación aborda aspectos relacionados con la infancia de migrantes de nacionalidad
venezolana y de cómo el entorno familiar y sus condiciones pueden constituirse como un agente favorable o adverso en las experiencias educativas de los menores. Se prepondera a la escuela como entorno de acogida, protectora y respetuosa de los derechos y, como agente de cambio social. Se busca, en este sentido, reflexionar en el efecto del proceso posmigratorio en la escolaridad de niños y niñas de origen venezolano en edad preescolar, en un colegio oficial de la ciudad de Pereira.
Es importante agregar que el diseño metodológico es mixto anidado concurrente de modelo dominante, con lo cual se asocian las líneas de investigación cualitativas y cuantitativas para dar mayor profundidad en el análisis que es objeto de este estudio. Para tal efecto, se usaron los siguientes instrumentos: entrevista semiestructurada con docentes y psicorientadores, grupo focal con padres de familia y secuencia didáctica con estudiantes. Los hallazgos evidencian, en un primer momento, una incursión de carácter descendente, que pone a las familias en situación de alta vulnerabilidad, de modo que los esfuerzos de estos núcleos se enfocan en buscar estabilidad económica, lo cual implica proporcionar un cuidado vital a los niños, por encima del acompañamiento que se puedan dar a los procesos escolares.
This research addresses issues related to the childhood of Venezuelan migrants and how the family environment and its conditions can be constituted as a favorable or adverse agent in the educational experiences of these minors. The school is preponderated as a welcoming, protective, and respectful of rights environment, and as an agent of social change. In this sense, the present research seeks to reflect on the effect of the post-migration process on the schooling of children of Venezuelan origin of preschool age, in an official school in the city of Pereira, Colombia. A mixed nested, concurrent, and dominant model was implemented as the methodological design, in which qualitative and quantitative lines of research are associated to give greater depth to the analysis which is the object of this study. Semi-structured interviews with teachers and school psychologists, a focus group with parents, and a didactic sequence with students were the instruments used in the present study. The findings show, at first, a decrescent incursion, which situates the migrant families in a higher vulnerable situation than the Colombian ones; so that the efforts of these nuclei families are focused on seeking economic stability and providing vital care to children over and above the accompaniment that can be given to school processes.
This research addresses issues related to the childhood of Venezuelan migrants and how the family environment and its conditions can be constituted as a favorable or adverse agent in the educational experiences of these minors. The school is preponderated as a welcoming, protective, and respectful of rights environment, and as an agent of social change. In this sense, the present research seeks to reflect on the effect of the post-migration process on the schooling of children of Venezuelan origin of preschool age, in an official school in the city of Pereira, Colombia. A mixed nested, concurrent, and dominant model was implemented as the methodological design, in which qualitative and quantitative lines of research are associated to give greater depth to the analysis which is the object of this study. Semi-structured interviews with teachers and school psychologists, a focus group with parents, and a didactic sequence with students were the instruments used in the present study. The findings show, at first, a decrescent incursion, which situates the migrant families in a higher vulnerable situation than the Colombian ones; so that the efforts of these nuclei families are focused on seeking economic stability and providing vital care to children over and above the accompaniment that can be given to school processes.