Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts
This qualitative study analyzes intercultural coexistence in schools in northwestern Mexico with a high presence of migrant children, based on interviews with 33 teachers and critical analysis. Information related to the central category Intercultural coexistence and its predetermined subcategories...
Guardado en:
| Autores principales: | , , |
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| Formato: | Artículo revista |
| Lenguaje: | Español |
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Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA
2025
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| Acceso en línea: | https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16704 |
| Aporte de: |
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I28-R265-article-16704 |
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Universidad de Buenos Aires |
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I-28 |
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| language |
Español |
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Artículo revista |
| topic |
Intercultural coexistence Instructional strategies Basic Education Migration Intercultural education Convivencia intercultural Estrategias docentes Educación básica Migración Educación intercultural Interculturalidade Convivência intercultural Estratégias docentes Educação Básica Migração Educação intercultural |
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Intercultural coexistence Instructional strategies Basic Education Migration Intercultural education Convivencia intercultural Estrategias docentes Educación básica Migración Educación intercultural Interculturalidade Convivência intercultural Estratégias docentes Educação Básica Migração Educação intercultural Bustamante de la Cruz, Porfiria del Rosario Ramírez Iñiguez, Alma Arcelia Reyes Piñuelas, Erika Paola Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| topic_facet |
Intercultural coexistence Instructional strategies Basic Education Migration Intercultural education Convivencia intercultural Estrategias docentes Educación básica Migración Educación intercultural Interculturalidade Convivência intercultural Estratégias docentes Educação Básica Migração Educação intercultural |
| author |
Bustamante de la Cruz, Porfiria del Rosario Ramírez Iñiguez, Alma Arcelia Reyes Piñuelas, Erika Paola |
| author_facet |
Bustamante de la Cruz, Porfiria del Rosario Ramírez Iñiguez, Alma Arcelia Reyes Piñuelas, Erika Paola |
| author_sort |
Bustamante de la Cruz, Porfiria del Rosario |
| title |
Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| title_short |
Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| title_full |
Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| title_fullStr |
Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| title_full_unstemmed |
Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts |
| title_sort |
intercultural coexistence in primary schools: approaches to teachers' experiences in migratory contexts |
| description |
This qualitative study analyzes intercultural coexistence in schools in northwestern Mexico with a high presence of migrant children, based on interviews with 33 teachers and critical analysis. Information related to the central category Intercultural coexistence and its predetermined subcategories were identified: violence prevention strategies, attention strategies and transformation strategies. It should be noted that two additional subcategories emerged during the analysis: linguistic and cultural barriers, and exchange of knowledge. The findings show pedagogical practices oriented towards inclusive coexistence, although institutional and pedagogical challenges persist to include cultural and linguistic diversity. Teaching practice is recognized as a key axis in the construction of inclusive educational spaces; however, teachers are in the process of transitioning towards more reflective and critical approaches. It is concluded that strengthening teacher training from a critical and intercultural perspective is essential to guarantee the educational rights of migrant children. |
| publisher |
Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA |
| publishDate |
2025 |
| url |
https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16704 |
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I28-R265-article-167042025-07-11T18:04:10Z Intercultural coexistence in primary schools: Approaches to teachers' experiences in migratory contexts Convivencia intercultural en educación primaria: Aproximaciones a las experiencias del profesorado en contextos migratorios A coexistência intercultural do ensino básico: Abordagens às experiências dos professores em contextos de migração Bustamante de la Cruz, Porfiria del Rosario Ramírez Iñiguez, Alma Arcelia Reyes Piñuelas, Erika Paola Intercultural coexistence Instructional strategies Basic Education Migration Intercultural education Convivencia intercultural Estrategias docentes Educación básica Migración Educación intercultural Interculturalidade Convivência intercultural Estratégias docentes Educação Básica Migração Educação intercultural This qualitative study analyzes intercultural coexistence in schools in northwestern Mexico with a high presence of migrant children, based on interviews with 33 teachers and critical analysis. Information related to the central category Intercultural coexistence and its predetermined subcategories were identified: violence prevention strategies, attention strategies and transformation strategies. It should be noted that two additional subcategories emerged during the analysis: linguistic and cultural barriers, and exchange of knowledge. The findings show pedagogical practices oriented towards inclusive coexistence, although institutional and pedagogical challenges persist to include cultural and linguistic diversity. Teaching practice is recognized as a key axis in the construction of inclusive educational spaces; however, teachers are in the process of transitioning towards more reflective and critical approaches. It is concluded that strengthening teacher training from a critical and intercultural perspective is essential to guarantee the educational rights of migrant children. Este estudio cualitativo analiza la convivencia intercultural en escuelas del noroeste de México con alta presencia de niñez migrante, a partir de entrevistas a 33 docentes y análisis crítico. Se identificó la información relacionada con la categoría central convivencia intercultural y sus subcategorías predeterminadas: estrategias de prevención de la violencia, estrategias de atención y estrategias de transformación. Cabe señalar que durante el análisis emergieron dos subcategorías adicionales: barreras lingüísticas y culturales, e intercambio de saberes. Los hallazgos evidencian prácticas pedagógicas orientadas a una convivencia inclusiva, aunque persisten retos institucionales y pedagógicos para incluir la diversidad cultural y lingüística. La práctica docente se reconoce como un eje clave en la construcción de espacios educativos inclusivos; sin embargo, el profesorado se encuentra en proceso de transición hacia enfoques más reflexivos y críticos. Se concluye que fortalecer la formación docente desde una perspectiva crítica e intercultural es indispensable para garantizar el derecho educativo de la niñez migrante. Este estudo qualitativo analisa a coexistência intercultural em escolas do noroeste do México com uma elevada presença de crianças migrantes, com base em entrevistas a 33 professores e na análise crítica. Foi identificada informação relacionada com a categoria central Convivência intercultural e as suas subcategorias pré-determinadas: estratégias de prevenção da violência, estratégias de cuidado e estratégias de transformação. De referir que, durante a análise, surgiram duas subcategorias adicionais: barreiras linguísticas e culturais e partilha de conhecimentos. Os resultados mostram práticas pedagógicas orientadas para a coexistência inclusiva, embora persistam desafios institucionais e pedagógicos para incluir a diversidade cultural e linguística. A prática docente é reconhecida como um eixo fundamental na construção de espaços educativos inclusivos; no entanto, os professores estão em processo de transição para abordagens mais reflexivas e críticas. Conclui-se que o reforço da formação de professores numa perspetiva crítica e intercultural é fundamental para garantir os direitos educativos das crianças migrantes. Instituto de Ciencias Antropológicas, Facultad de Filosofía y Letras, UBA 2025-06-30 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Artículo enviado a un dossier temático application/pdf https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16704 10.34096/runa.v46i2.16704 RUNA, archivo para las ciencias del hombre; Vol. 46 No. 2 (2025): Socio-educational experiences: Learning by doing in the field of Anthropological Science; 75-92 RUNA, archivo para las ciencias del hombre; Vol. 46 Núm. 2 (2025): Experiencias socioeducativas: aprender haciendo en el campo de las Ciencias Antropológicas; 75-92 RUNA, archivo para las ciencias del hombre; v. 46 n. 2 (2025): Experiências socioeducativas: aprender fazendo no campo das Ciências Antropológicas; 75-92 1851-9628 0325-1217 spa https://revistascientificas.filo.uba.ar/index.php/runa/article/view/16704/14861 Derechos de autor 2025 Porfiria del Rosario Bustamante de la Cruz |