INCLUSIVE EDUCATION IN CONTEXTS OF CULTURAL DIVERSITY: REFLECTIONS FROM PEDAGOGICAL PRACTICE IN THE COLOMBIAN-VENEZUELAN BORDER REGION

Abstract

One of the problems affecting education is the inclusion of migrant students in the educational system, especially in regions marked by cultural diversity, such as border regions. Therefore, it is an ethical and social responsibility of government institutions to promote educational policies for the integration of this population into society, offering them quality education, as it is a universal right. In this sense, this article aims to reflect from the perspective of pedagogical practice on inclusive education in contexts of cultural diversity, specifically the Colombian-Venezuelan border region, taking into account that it is a territory characterized by constant human mobility and socioeconomic inequalities, where every year, due to the social, political and economic situation in Venezuela, the number of migrants increases. Therefore, it is essential that pedagogical practice transcends towards inclusion, where cultural diversity is valued as a learning resource. Thus, this article addresses aspects such as teacher training, school coexistence, the promotion of educational policies for student inclusion and intercultural pedagogical strategies for the development of competencies in educational environments, all with the purpose of strengthening inclusive education in spaces of social vulnerability, promoting more just and supportive societies.