Conditions limiting the inclusion of migrant children in the school environment

Abstract

This article addresses a contemporary phenomenon of deep concern: the educational integration of migrant children in school environments, derived from geopolitical situations, specifically in countries such as Venezuela. This social problem has provoked an important exodus of citizens who migrate from their territories of origin to other countries in America, such as Colombia, Chile or the United States. For this reason, this research addresses, from the analysis of various documents, the multiple legal, pedagogical, social and cultural conditions that affect the guarantee of the right to education for migrant children, from an intercultural approach. It is concluded that the pedagogical practices for the inclusion of migrant children in the school environment lack differentiating methodologies, according to the origin and life experiences of the migrant population.