Propuesta de taller extracurricular para la inclusión de estudiantes migrantes de primer ciclo en las escuelas.
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Date
2025
Journal Title
Journal ISSN
Volume Title
Publisher
Universidad de Concepción
Abstract
La presente propuesta surge a partir del desafío que enfrentan los establecimientos educacionales ante el incremento de estudiantado migrante en el primer ciclo básico, fenómeno que demanda prácticas pedagógicas inclusivas y pertinentes. El problema de investigación que orienta este estudio es poder identificar cómo las escuelas pueden favorecer la participación, el sentido de pertenencia y fortalecer el vínculo escuela-familia.
El objetivo de este trabajo es diseñar una propuesta de talleres extracurriculares con enfoque intercultural e inclusivo, que integran diversas actividades participativas y colaborativas, diseñadas para promover el diálogo intercultural, la valoración de la diversidad y fortalecer el vínculo entre la comunidad escolar.
El estudio se enmarca en un enfoque cualitativo, sustentado en la revisión bibliográfica de políticas públicas, artículos académicos, estudios recientes y literatura pertinente.
Sabemos que, aunque existen lineamientos inclusivos claros, aún persisten brechas entre la normativa y la práctica escolar. Por lo cual, el trabajo busca aportar una herramienta pedagógica que pueda ser implementada y adaptada según las necesidades del establecimiento educacional, que busca responder de manera pertinente a la diversidad cultural presente en las salas de clases.
This proposal arises from the challenge faced by educational establishments in response to the increase in migrant students in the first cycle of basic education, a phenomenon that demands inclusive and relevant teaching practices. The research problem that guides this study is to identify how schools can promote participation, a sense of belonging, and strengthen the school-family bond. The objective of this work is to design a proposal for extracurricular workshops with an intercultural and inclusive approach, integrating various participatory and collaborative activities designed to promote intercultural dialogue, appreciation of diversity, and strengthen the bond between the school community. The study takes a qualitative approach, based on a review of public policies, academic articles, recent studies, and relevant literature. We know that, although there are clear inclusive guidelines, gaps still exist between regulations and school practice. Therefore, this study seeks to provide a pedagogical tool that can be implemented and adapted according to the needs of the educational establishment, which seeks to respond appropriately to the cultural diversity present in classrooms.
This proposal arises from the challenge faced by educational establishments in response to the increase in migrant students in the first cycle of basic education, a phenomenon that demands inclusive and relevant teaching practices. The research problem that guides this study is to identify how schools can promote participation, a sense of belonging, and strengthen the school-family bond. The objective of this work is to design a proposal for extracurricular workshops with an intercultural and inclusive approach, integrating various participatory and collaborative activities designed to promote intercultural dialogue, appreciation of diversity, and strengthen the bond between the school community. The study takes a qualitative approach, based on a review of public policies, academic articles, recent studies, and relevant literature. We know that, although there are clear inclusive guidelines, gaps still exist between regulations and school practice. Therefore, this study seeks to provide a pedagogical tool that can be implemented and adapted according to the needs of the educational establishment, which seeks to respond appropriately to the cultural diversity present in classrooms.
Description
Tesis presentada para optar al título de Profesor de Educación General Básica con mención en Lenguaje y Ciencias Sociales.
Keywords
Estudiantes, Educación básica, Inmigrantes, Educación inclusiva