THE SCHOOL, A SPACE TO PROMOTE THE INCLUSION AND INTEGRATION OF MIGRANT STUDENTS IN RELATION TO THE VENEZUELAN DIASPORA.

Abstract

This article aims to establish aspects related to the current regulations regarding the migration process, the implementation of various strategies for incorporation into the educational system, its impact and the promotion of an equitable society. The Colombian state has generated laws, decrees, orientations, guidelines, strategies and agreements that have allowed the regulation and entry of the Venezuelan student population into the educational system. A qualitative approach is implemented, which leads to pedagogical reflection framed in a problematic situation in the educational field, under an interpretive paradigm and the action research method, it is possible to understand not only the consequences but also the causes of the problem situation, supported by different corporate references such as UNESCO, the MEN and the SDGs. The findings revealed a diversity of barriers and challenges that hinder inclusion and integration into the educational system, but also showed that Colombian educational institutions have carried out processes of leveling, curricular flexibilization and socioemotional intervention. The study concludes that migration, especially those associated with the Venezuelan population, requires welcoming and receptive school environments that allow them to recognize diversity and foster democratic relationships. The findings revealed a diversity of barriers and challenges that hinder inclusion and integration into the educational system, but also showed that Colombian educational institutions have carried out processes of leveling, curricular flexibilization and socioemotional intervention. The study concludes that migration, especially those associated with the Venezuelan population, requires welcoming and receptive school environments that allow them to recognize diversity and foster democratic relationships.