Comprensiones y estrategias docentes para la inclusión educativa de estudiantes migrantes venezolanos

Abstract

This study aimed to analyze teachers’ understandings and strategies regarding the educational inclusion of Venezuelan migrant students in a public school in Bucaramanga, Colombia. A descriptive-interpretive approach was adopted, using an online questionnaire administered to twenty primary and secondary school teachers with experience working with migrant students. The instrument explored perceptions of migration and cultural diversity, inclusive pedagogical practices, affective dimensions, school–family relationships, institutional support, and structural barriers. Findings reveal a strong ethical consensus among teachers who view cultural diversity as a pedagogical and human asset, alongside the implementation of flexible strategies focused on assessment adaptation, instructional materials, and the promotion of emotionally supportive school climates. However, persistent tensions were identified, particularly related to insufficient institutional resources, limited teacher training in intercultural education, and administrative barriers that hinder sustainable inclusion processes. The study concludes that while teachers play a central role in fostering intercultural integration through individual commitment and practice, there is a pressing need to strengthen coordinated institutional responses and educational policies that move beyond isolated efforts toward systematic, equitable, and transformative inclusion in contexts of human mobility.