Construcción de identidad en los niños migrantes en las escuelas primarias de la ciudad de Rosario.
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Expone los resultados de una investigación cuyos
objetivos son indagar cómo es el proceso de constitución
de identidad en los alumnos migrantes
e hijos de migrantes, y analizar de qué modo esta
condición se traduce en desigualdades al interior
de las escuelas primarias en la ciudad de Rosario,
Argentina. Metodológicamente la investigación
se sustentó en una lógica cuali-cuantitativa y en la
triangulación de las técnicas del cuestionario y la
entrevista. El trabajo de campo se realizó en ocho
escuelas de la ciudad entre 2009 y 2012. En las
observaciones se percibió que la relación entre los
alumnos migrantes y nativos es problemática dada
la falta de integración de los primeros al grupo, y
la discriminación recíproca. En los cuestionarios,
los docentes manifestaron tener dificultad con los
alumnos migrantes para lograr los objetivos planteados
en sus clases, mientras que en las entrevistas
expresaron el escaso acompañamiento que tienen
por parte de sus familias y la carga social negativa
que padecen. Todo ello da cuenta de un conflictivo
proceso de socialización secundaria en los alumnos
migrantes en su paso por las escuelas primarias.
This article shows the results of a research project that seeks: to explore the process of identity construction in elementary school students who are either migrant or migrants’ children, and to analyze in which way this condition turns into inequity within schools in Rosario, Argentina. Methodologically, the research is based on complementary qualitative and quantitative approaches: surveys and interviews. The field work was made at eight schools in the city between 2009 and 2012. Observations showed that the relationship between migrant and native students is problematic due to the lack of integration of the former to their class groups, and the reciprocal discrimination. In the questionnaires, teachers reported difficulties to achieve the goals outlined in their classes with migrant students, while in the interviews teachers expressed the limited support from students’ families and the negative social burden they suffer. This accounts for a conflicting secondary socialization process in primary school migrant students in the selected geographical scope.
This article shows the results of a research project that seeks: to explore the process of identity construction in elementary school students who are either migrant or migrants’ children, and to analyze in which way this condition turns into inequity within schools in Rosario, Argentina. Methodologically, the research is based on complementary qualitative and quantitative approaches: surveys and interviews. The field work was made at eight schools in the city between 2009 and 2012. Observations showed that the relationship between migrant and native students is problematic due to the lack of integration of the former to their class groups, and the reciprocal discrimination. In the questionnaires, teachers reported difficulties to achieve the goals outlined in their classes with migrant students, while in the interviews teachers expressed the limited support from students’ families and the negative social burden they suffer. This accounts for a conflicting secondary socialization process in primary school migrant students in the selected geographical scope.
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