| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586279 |
| 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: | 58-69 |
| País: | México |
| Idioma: | Español |
| Haitian migration in Tapachula has generated important challenges in Tapachulteca society. Specifically, the migrant classrooms in which the Haitian migrant presence represents part of the social reality of the southern border in which, unfortunately, their social insertion is complicated. Thus, the absence of a curriculum that includes the needs of migrant social actors in the classroom makes it difficult not only for them to learn but, even worse, for their social insertion within the receiving community. In our case, educational ethnography allowed us to identify elements within the classroom that reveal how the absence of an inclusive program, the lack of materials, and the educational objectives are far from satisfying the social needs of the school community; In addition, it allowed us to delve into elements inherent to the classroom migrant context that reflect the realities of migrant communities. Likewise, through semi-structured interviews, the voices of our participants describe what education is like in the Mexican immigrant context. Finally, migrant classrooms in border contexts represent everyday life and the normalization of the diversity of the new social actors that bring with them sociocultural practices and different languages that, without a doubt, are here to stay. | |
| Resumen en inglés | Haitian migration in Tapachula has generated important challenges in Tapachulteca society. Specifically, the migrant classrooms in which the Haitian migrant presence represents part of the social reality of the southern border in which, unfortunately, their social insertion is complicated. Thus, the absence of a curriculum that includes the needs of migrant social actors in the classroom makes it difficult not only for them to learn but, even worse, for their social insertion within the receiving community. In our case, educational ethnography allowed us to identify elements within the classroom that reveal how the absence of an inclusive program, the lack of materials, and the educational objectives are far from satisfying the social needs of the school community; In addition, it allowed us to delve into elements inherent to the classroom migrant context that reflect the realities of migrant communities. Likewise, through semi-structured interviews, the voices of our participants describe what education is like in the Mexican immigrant context. Finally, migrant classrooms in border contexts represent everyday life and the normalization of the diversity of the new social actors that bring with them sociocultural practices and different languages that, without a doubt, are here to stay. |
| Resumen en español | La migración haitiana en Tapachula ha generado retos importantes en la sociedad tapachulteca. En concreto, las aulas migrantes en las que la presencia migrante haitiana representan parte de la realidad social de la frontera sur en la que, desafortunadamente, su inserción social se complica. Entonces, la ausencia curricular que incluya las necesidades de los actores sociales migrantes dentro del aula dificulta no solo su aprendizaje sino, peor aún, su inserción social dentro de la comunidad receptora. Para nuestro caso, la etnografía educativa nos permitió identificar elementos dentro del aula que revelan cómo la ausencia de un programa inclusivo, la falta de materiales y los objetivos educativos se alejan de satisfacer las necesidades sociales de la comunidad escolar; además, nos permitió profundizar acerca de elementos inherentes al contexto migrante aúlico que reflejan las realidades de las comunidades migrantes. Asimismo, a través de entrevistas semiestructuradas las voces de nuestros participantes describen cómo es la educación en el contexto inmigrante mexicano. Finalmente, las aulas migrantes en los contextos fronterizos representan la cotidianidad y la nacionalización de la diversidad de los nuevos actores sociales que traen consigo prácticas socioculturales y lenguas diferentes que, sin dudas, han llegado para quedarse. |
| Palabras clave: | Ausencia curricular, Educación intercultural, Aulas migrantes, Etnografía educativa |
| Keyword: | Curricular absence, Intercultural education, Migrant classrooms, Educational ethnography |
| Texto completo: | Texto completo (Ver PDF) |
