CLASSROOMS WITHOUT BORDERS: SOCIO-EDUCATIONAL IMPACTS OF COLOMBIAN EDUCATION ON VENEZUELAN STUDENTS IN THE MUNICIPALITY OF SARAVENA-ARAUCA

Abstract

The socio-educational dynamics emerging from the phenomenon of forced migration experienced by Venezuelan students have been evident in the challenges faced by Venezuelan migrant children and adolescents in terms of culture, the education system and adaptation to Colombian society. This article critically examines the socio-educational impacts of academic practice and the application of Colombian educational policies on quality and coverage that affect Venezuelan migrant students. This analysis is presented from a qualitative perspective, through a case study of the Antonio Nariño high school in the border municipality of Saravena, Arauca department, with the goal of bringing educational theory closer to the realities and experiences of the students, teachers and administrators involved in the educational process. The critical review considered statistical data that reflected Venezuelan students' confidence in the Colombian educational system. The impacts were evident as a result of semi-structured interviews with teachers, administrators, and students at the educational institution, where the influence of the cultural environment on student behaviour was recognised, and the development of intra- and interpersonal skills. In addition, reflections were made on the academic and social progress of Venezuelan students in relation to the educational policies, school environments and assessment methods developed at the institution, which are not far from the quality standards required by the Colombian Ministry of Education. This led to a proposal for formal education in classrooms without borders, where inclusion, comprehensiveness and academic continuity are guaranteed for all students.