| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586277 |
| ISSN: | 2683-2321 |
| Autores: | Fong Ochoa, Alberto Jorge1 Sima Lozano, Eyder Gabriel1 |
| Instituciones: | 1Universidad Autónoma de Baja California, |
| Año: | 2022 |
| Volumen: | 4 |
| Número: | 7 |
| Paginación: | 45-57 |
| País: | México |
| Idioma: | Español |
| Borders are social spaces in which social phenomena are presented with very particular characteristics that, seen and analyzed from various disciplines, highlight cultural, linguistic and social aspects and result in different worldviews of a society. In this sense, the transnational migration of Tapachula has influenced the constant and vertiginous transformation of the imaginary and the social representation of the area; and as a result, the growing cultural and social diversity resulting from this phenomenon poses new challenges and questions for this society that are directly reflected in the educational space. From social anthropology, this paper aims to observe the identities that converge (or are represented) in a classroom in which migrant children of Haitian origin participate. Finally, to understand these changes and answer some of the possible questions that may arise about it, this article presents the findings found throughout an ethnographic work with which, through the voices of our participants, we explore the constant construction of identity in migrant classrooms and its relationship with social changes in the region. | |
| Resumen en inglés | Borders are social spaces in which social phenomena are presented with very particular characteristics that, seen and analyzed from various disciplines, highlight cultural, linguistic and social aspects and result in different worldviews of a society. In this sense, the transnational migration of Tapachula has influenced the constant and vertiginous transformation of the imaginary and the social representation of the area; and as a result, the growing cultural and social diversity resulting from this phenomenon poses new challenges and questions for this society that are directly reflected in the educational space. From social anthropology, this paper aims to observe the identities that converge (or are represented) in a classroom in which migrant children of Haitian origin participate. Finally, to understand these changes and answer some of the possible questions that may arise about it, this article presents the findings found throughout an ethnographic work with which, through the voices of our participants, we explore the constant construction of identity in migrant classrooms and its relationship with social changes in the region. |
| Resumen en español | Las fronteras son espacios sociales en los que los fenómenos sociales se presentan con características muy particulares que, vistos y analizados desde varias disciplinas, destacan aspectos culturales, lingüísticos y sociales y dan como resultado distintas cosmovisiones de una sociedad. En este sentido, la migración transnacional de Tapachula ha influido en la constante y vertiginosa transformación del imaginario y la representación social de la zona; y como resultado, la creciente diversidad cultural y social resultante de este fenómeno plantea nuevos desafíos e interrogantes para esta sociedad que se reflejan directamente en el espacio educativo. Desde la antropología social, el presente trabajo tiene como objetivo observar las identidades que confluyen (o se representan) en un aula de clases en el que participan niños migrantes de origen haitiano. Finalmente, para entender estos cambios y dar respuesta a algunas de las posibles interrogantes que pueden surgir sobre ésta, este artículo presenta los hallazgos encontrados a lo largo de un trabajo etnográfico con el que, a través de las voces de nuestros participantes, exploramos la constante construcción de la identidad en las aulas migrantes y su relación con los cambios sociales en la región. |
| Palabras clave: | Educación intercultural, Aulas migrantes, Identidad, Etnografía educativa |
| Keyword: | Intercultural education, Migrant classrooms, Identity, Educational ethnography |
| Texto completo: | Texto completo (Ver PDF) |
