An interesting conversation we held at Fundación Colunga next to the Center for Advanced Studies on Educational Justice (CJE) and Fundación América Solidaria, on the challenges of school inclusion in this new country context, given the number of new migrant children who have entered the system.
Based on the preliminary results of the studies: "Inclusion and effectiveness in mathematics" and "Development of teaching strategies for authentic writing in the language and science classrooms" carried out by the CJE in 51 municipal schools of Renca, Recoleta, Santiago, Fifth Normal and Central Station; and in 9 municipal establishments in Santiago and Central Station, the center delivered recommendations to generate more inclusion in the classroom.
The meeting was also attended by representatives of the Trabün, Regazo, Jesuit Migrant Service, Education 2020 and World Vision foundations.
-The teachers' perception of diversity affects the learning opportunities of migrant students. In turn, the concept of teacher inclusion affects their classroom practices. That is why it is suggested carry out awareness campaigns.
-In order to promote pedagogical support, it is recommended to offer teachers a Toolbox to teach in diverse classrooms (continuous training, promotion of skills to generate knowledge).
-Boost participatory educational communities and protagonists of its inclusive transformation.
-There are teachers who can teach in different classrooms. So teachers networks should be generated, so that they disseminate, collaborate and Learn from your own experiences.
-The municipal schools with a high proportion of migrant students are undergoing intervention with studies they did not request. It is recommended check what they need, and generate projects accordingly, in order to achieve their commitment and permanence in the intervention and impacts.
-In terms of pedagogical inclusion: It is necessary to continue investigating competencies promote learning in inclusive environments, as well as continuing to investigate the starting points of foreign students.
Denisse Gelber, Researcher at the Center for Educational Justice, reinforced the idea of generating greater networks between the teachers themselves and the educational communities: “Some professors told us that the most reliable way to learn is to learn from others, so the idea is not to give them a recipe book of how they should do things, but generate networks where they can share their experiences. ”
A conversation that left a challenge for attendees: Create more spaces where you can share the good practices that social organizations themselves are generating, in terms of educational inclusion, to converge with the studies and evidence that the academy is developing.