Sujetos de derecho en las migraciones mixtas

Abstract

This research responds to the interest in identifying the impact of pedagogy in different contexts, especially the most vulnerable among the migrant population, which is served through Emergency Education, focusing on answering the question: What pedagogical strategies have been developed at the Abrazar Transit Center in 2025 that contribute to the generation of rights-bearing subjects among children and adolescents from mixed migrations? The general objective seeks to analyze the implementation of pedagogical strategies at the Abrazar Center, through specific objectives: to establish the contributions of emergency education that guarantee participants' rights; to recognize the pedagogical strategies implemented by professionals that favor teaching and learning; and to understand professionals' perception of the results of the applied pedagogical strategies. To this end, it articulates key concepts such as: mixed migration, which manifests as a phenomenon where people converge with different motives, needs, and legal statuses—refugees fleeing persecution or war, people displaced by natural disasters. Given this reality, emergency education becomes necessary to mitigate the impact of these situations, which encompasses educational processes for people at risk due to armed conflict, natural disasters, or migration. From this perspective, various pedagogical strategies must be implemented, which according to Zambrano and Loor (2018), are conceived as "a series of procedures carried out by the teacher with the purpose of facilitating formation and learning, through the implementation of didactic methods that stimulate the student's creative and dynamic thinking." These strategies, which adapt to the different contexts and cultures arriving from various migratory groups, seek to form rights-bearing subjects. This should be understood, based on Gorgoni's (2024) research on Paul Ricoeur, as "responsible subjects capable of reflective imputation, thus acquiring an ethical and anthropological depth foreign to traditional legal categories." From an epistemological approach, this research with an interpretive-hermeneutic orientation seeks to observe, analyze, and interpret the pedagogical strategies implemented by professionals at the Abrazar Center to vindicate the rights of migrant children and adolescents in Bogotá, through data collection techniques including field diaries, semi-structured interviews, and documentary analysis. This revealed a social reality that presents a series of challenges, especially regarding the right to education. This Emergency Education promotes educational spaces that include workshops, theatrical performances, role-playing, home visits, word circles, among others, to restore the right to education and develop socio-emotional skills such as empathy, communication, and resilience; recognizing the individual and collective experiences of migrant participants, providing tools to face changes with greater confidence and well-being, building networks that facilitate the transition toward regular education, and culminating in literacy and reintegration processes.Claude es IA y puede cometer errores. Por favor, verifica las respuestas.