El papel de la escuela frente a la formación de niños y niñas en condición de desarraigo: estudio de caso Colegio Gustavo Morales Morales I.E.D. 

Abstract

Displacement is much more than a change of place of people who have been forced to leave their territory as a result of victimizing acts, implies above all uprooting, especially when dealing with children. Thus, this paper analyzes the problems faced by children in situations of displacement that arrive at the Gustavo Morales School in order to understand their cognitive, communicative and psychosocial difficulties, like a barriers to their full human development. It also discusses the role played by school in addressing the particular conditions of these students, in coherence with the policies of attention to displaced population. From a qualitative research approach, to achieve the objectives, a characterization of the place of study and of the participants was carried out, through a process of participant observation, identifying patterns of behavior, and a permanent dialogue with teachers, boys and girls. The results show the gap between the observed needs of children in situations of displacement and the pedagogical, training and attention tools of educators, as well as the existing educational infrastructure to provide others teaching and learning conditions to these children. It concludes the urgency of transforming educational architecture beyond the paradigms of coverage and permanence so that the school can really be a space for reconstruction.