Learning Context of Venezuelan Immigrant High School Students in Peru (Case Studies)
DOI:
https://doi.org/10.29394/Scientific.issn.2542-2987.2021.6.19.7.142-163Keywords:
migration, learning context, teachingAbstract
The study originates from the interest in immigration registered in Peru; By 2020, approximately 860,000 Venezuelans entered legally, impacting the educational system at the initial and basic level. Through a phenomenological interpretive approach, two (2) cases of Venezuelan immigrants, high school students, were studied. The purpose of the research was to identify the protective factors and the threatening factors perceived and attributed to the case studies. The following were identified as protective factors: social performance of Venezuelan immigrants supported by soft skills; Consolidated communicative competence of Venezuelan immigrants, use of divergent thinking by Venezuelan immigrants, friendly and receptive school environment. Regarding the threatening factors within the learning context: encounter with a teaching practice that requires valuing divergent thinking, presence of ethnocentric-oriented thinking within the learning context, excessive valuation of courses in the area of mathematics and little valuation of language and social areas, negative perception of Venezuela by some actors within the learning context, need to promote collaborative work and low implementation of formative feedback within the teaching practice.
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