Ingreso y culminación de procesos integrales a partir del fenómeno de extranjeridad

The purpose of this project was to analyze the way in which teachers belonging to Fundación ¡Vivan los Niños! perceive the foreignness phenomenon in the entry and completion dynamics of integral processes in the Convivencia group. Regarding the method, this project was carried out from a qualitative paradigm and a hermeneutical approach; in addition, the collection techniques applied were: a semi-structured interview, a focus group and a non-participant observation. According to the results and conclusion, it is clear that through this research it was determined that entry and completion of integral processes in ¡Vivan Los Niños! has not been affected by the arrival of the foreign population, since the institution opens its doors to families who live in Medellín in vulnerability conditions and extreme poverty, regardless their nationality. It is also discussed that derogatory and pejorative treatment of Colombian children to foreigners, or vice versa, are discourses learned in society, specifically in Medellín context, insomuch as several units of analysis indicated that this is a very regionalist scenario

• Autores: Henao Ferraro, Laura Alejandra; Montoya Gallego, Mariana
• Fecha de publicación: 2021
• Institución: Universidad de San Buenaventura
• Repositorio: Repositorio USB
• Idioma: spa
• OAI Identifier: oai:bibliotecadigital.usb.edu.co:10819/8209
• Acceso en línea: http://hdl.handle.net/10819/8209
• Palabra clave: Extranjeridad; Procesos integrales; Educación; Niños; Docentes; Foreignness; Integral processes; Education; Children; Teachers; Extranjeros
• License: Atribución-NoComercial-SinDerivadas 2.5 Colombia