Influence of monocultural conceptions of territory on the migration

Abstract

This research article focuses on the analysis of monocultural conceptions that influence the educational trajectories of Venezuelan migrant students in an educational institution in Cali, Colombia. It is based on the doctoral thesis “Revision and re-narration of territories from the intercultural pedagogical praxis in an educational institution in Cali with presence of Venezuelan migrant population” which explored the construction of territories and narratives of migrant students through a biographicalnarrative approach. The main objective of the article is to understand how these conceptions impact the adaptation, learning and social integration of migrant students in the school context. The methodology used included pedagogical social mapping and life stories. The methodology used included pedagogical social mapping and life stories. The results reveal that monocultural conceptions influence the way in which interpersonal relationships are built, teaching-learning processes are approached and the educational trajectories of migrant students are configured. The need for an intercultural pedagogical praxis that recognizes and values cultural diversity, promotes inclusion and facilitates the effective transit of migrant students in the Colombian educational system is evident. In conclusion, the study highlights the importance of understanding the existence of multiple territories and the diversity of migratory experiences in the educational field in order to generate pedagogical strategies that contribute to the construction of a more just and intercultural society.