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Discurso de niños inmigrantes sobre su inclusión en una escuela básica de Temuco (Chile)
Discurso de niños inmigrantes sobre su inclusión en una escuela básica de Temuco (Chile)
Authors
Rodríguez Núñez, Grisel
Authors
Date
Datos de publicación:
EDUCADI, Vol.4, N°1, 11-22, 2019
Keywords
Inmigrantes - Educación básica - Discurso - Educación intercultural - Escuelas municipales
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Abstract
La investigación devela las percepciones de los estudiantes inmigrantes respecto a su inclusión en la comunidad educativa de una escuela básica municipal en Temuco. Se describe el discurso que han construido cinco niños de distintas nacionalidades respecto a su inclusión en la comunidad educativa y lo que significa o representa para ellos ser estudiantes inmigrantes en Chile, enfatizando las barreras y desafíos que enfrentan. Se ejecutaron entrevistas en profundidad, grupos de conversación y autorreportes. Se concluye que los estudiantes inmigrantes perciben intentos de inclusión en la escuela, pero estos son hegemónicos y monoculturales. Es persistente su lucha entre preservar su identidad cultural y asimilarse al nacional chileno. Como resultante, declaran tener problemas de convivencia escolar que asocian a su condición de inmigrantes, pero sienten que estas situaciones no son reconocidas ni atendidas por el equipo directivo o los docentes de la escuela
The research reveals the perceptions of immigrant students regarding their inclusion in the educational community of a municipal elementary school in Temuco. It describes the discourse that five children of different nationalities have built regarding their inclusion in the educational community and what it means or represents for them to be immigrant students in Chile, emphasizing the barriers and challenges they face. In-depth interviews, conversation groups and self-reports were executed. It is concluded that immigrant students perceive attempts at inclusion in school, but these are hegemonic and monocultural. Their struggle between preserving their cultural identity and assimilating the Chilean national is persistent. As a result, they declare that they have school coexistence problems that are associated with their status as immigrants, but they feel that these situations are not recognized or addressed by the management team or the school's teachers
The research reveals the perceptions of immigrant students regarding their inclusion in the educational community of a municipal elementary school in Temuco. It describes the discourse that five children of different nationalities have built regarding their inclusion in the educational community and what it means or represents for them to be immigrant students in Chile, emphasizing the barriers and challenges they face. In-depth interviews, conversation groups and self-reports were executed. It is concluded that immigrant students perceive attempts at inclusion in school, but these are hegemonic and monocultural. Their struggle between preserving their cultural identity and assimilating the Chilean national is persistent. As a result, they declare that they have school coexistence problems that are associated with their status as immigrants, but they feel that these situations are not recognized or addressed by the management team or the school's teachers