Bibliographic Details
| Title: |
Trayectorias migratorias-educativas de estudiantes venezolanos/as en Argentina y Chile. |
| Alternate Title: |
Migratory-educational trajectories of Venezuelan students in Argentina and Chile. |
| Authors: |
Luciana Buratovich, Paula1 pburatovich@flacso.org.ar |
| Source: |
Educación y Humanismo. ene-jun2026, Vol. 28 Issue 50, p1-23. 23p. |
| Subject Terms: |
*Immigrant students, *Primary education, *Psychology of students, *School dropout prevention, Countries, Chileans, Mass migrations, Collective representation |
| Geographic Terms: |
Chile, Argentina, Buenos Aires (Argentina), Santiago (Chile) |
| Abstract (English): |
The article analyzed the migratory-educational trajectories of Venezuelan students attending primary schools in Argentina and Chile. Objective: to reconstruct their experiences, emotions, and social representations regarding these trajectories, as well as their access to and retention in the educational systems of the host countries. Methodology: a multiple case study conducted in schools in the Autonomous City of Buenos Aires and the Metropolitan Region of Santiago, based on in-depth interviews with Venezuelan migrant students. Results: the findings were organized around four thematic cores: moments prior to migration, the journey, initial contacts with the host country's educational system, and the subjective construction as Venezuelan migrant students. Based on the analysis, the following categories were identified: ambivalence of the emotional experience; estrangement to the new national and school context; school as a buffer point; and modulations in the subjective constitution as Venezuelan migrant students. Conclusions: migration and education were configured as mutually intertwined processes, highlighting the heuristic value of the concept of migratory-educational trajectories for understanding them. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): |
El artículo analizó las trayectorias migratorias-educativas de estudiantes venezolanos/as que asisten a la escuela primaria en Argentina y Chile. Objetivo: reconstruir sus experiencias, emociones y representaciones sociales en torno a dichas trayectorias, así como a su acceso y permanencia en los sistemas educativos de los países receptores. Metodología: estudio de casos múltiples en escuelas de la Ciudad Autónoma de Buenos Aires y la Región Metropolitana de Santiago con entrevistas en profundidad a estudiantes migrantes venezolanos. Resultados: se organizaron alrededor de cuatro núcleos temáticos: momentos previos a la migración, el viaje, primeros contactos con el sistema educativo del país receptor y constitución subjetiva como estudiantes migrantes venezolanos. A partir de su análisis se identificaron las siguientes categorías: ambivalencia de la experiencia emocional; ajenidad ante el nuevo contexto nacional y escolar; la escuela como punto de amortiguación; y modulaciones en la constitución subjetiva como estudiantes migrantes venezolanos. Conclusiones: la migración y la educación se configuran como procesos mutuamente imbricados, destacándose el valor heurístico del concepto trayectorias migratorias-educativas para comprenderlas. [ABSTRACT FROM AUTHOR] |
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| Database: |
Education Research Complete |
