READING AND WRITING PROCESSES IN COLOMBIAN-VENEZUELAN MIGRANT STUDENTS IN A STUDY WITHIN THE LEARNING ACCELERATION PROGRAM 2022

Abstract

Venezuelan migration to Colombia has brought significant challenges in the field of education, especially in border areas such as Puerto Santander, in the department of Norte de Santander. In response to this situation, programs such as the Flexible Learning Acceleration Model have been implemented, promoted by the humanitarian project Education Cannot Wait (ECW) and non-governmental organizations such as World Vision, in order to ensure access to and retention in the school system for migrant or returned Colombian children and adolescents. This research, conducted at the Puerto Santander School—Jorge Eliecer Gaitán Campus, is guided by the Interculturality track of the Master’s program in Inclusive and Intercultural Education. Its main objective is to determine the characteristics of the reading and writing processes of migrant students who are part of the acceleration classroom, recognizing the importance of these processes as fundamental tools for inclusion, communication, and social participation. The methodology is framed within a qualitative approach, using a descriptive method and data collection techniques such as participant observation, focus group, and interviews. These tools made it possible to identify both opportunities and challenges in literacy processes, as well as the strategies employed by teachers and educational stakeholders. The findings show that, although there are strengths, the main difficulties in reading and writing are related to limited family support, the students’ sociocultural conditions, and grade promotion without previously consolidating competencies. The study concludes by highlighting the need to strengthen intercultural pedagogical practices that promote inclusive and quality education.