Una aproximación a la intervención educativa con menores migrantes no acompañados en España: paradojas de la inclusión social

Abstract

El presente artículo centra su atención, desde una visión multidisciplinar, en un conjunto de factores que erosionan el proceso de inclusión de los menores migrantes no acompañados en el marco del sistema de instituciones de protección de menores en el contexto español. La pertinencia de su análisis se configura como una labor prioritaria, de cara a visibilizar al colectivo, para así dar cuenta de la comprensión de algunos de los elementos que contribuyen a una eclosión de la educación inclusiva. Al mismo tiempo, se parte del presupuesto de (re)conocer las fortalezas y potencialidades de estos niños y jóvenes transmigrantes, con una cosmovisión proactiva, constructivista y empoderadora.

Analysis of Psychometric Properties and Validation of the Personal Learning Environments Questionnaire (PLE) and Social Integration of Unaccompanied Foreign Minors (MENA)

“…This relationship may be explained by the need of children to be listened to and understood by the community in which they interact, in order for them to achieve total self-regulation of learning. Similar studies, such as that of Del Sol-Flórez [51], indicated that, although transmigrant minors enjoy a set of skills, abilities, and capacities, these are often undervalued by other social actors, complicating the task of educational inclusion. Although of a lower strength, a correlation was also found between the dimension describing self-concept of the learning process and the dimension of communication and social interaction.…”

“…On the other hand, for the majority of MENA, one of the main difficulties is communication. Del Sol-Flórez [51] indicated that the commitment MENA put into learning Spanish is an important factor in inclusion. It should be understood that, if this factor is not well developed, then the other three factors will also be impaired.…”

An Analysis of Personal Learning Environments and Age-Related Psychosocial Factors of Unaccompanied Foreign Minors

“…Nonetheless, authors indicate that, despite enjoying a wide skillset, unaccompanied foreign minors who have spent more time residing in Spain, experience detriments to their communication and social processes with native individuals who possess similar characteristics. This complicates their educational inclusion, largely due to the strong rejection they generally suffer at the hands of social agents in their context [32,[97][98][99].…”

“…This will help students to participate in communication with peers, little by little, until they achieve full integration in the learning communication [79]. This is especially relevant for UFM, given the socialisation challenges they face [32]. Further, in the same way, as occurs with the aforementioned dimensions, age is considered to be a determining factor when establishing social relationships.…”

“…Given this situation, a number of research studies have centred on better understanding the vital development and the political processes underlying the social integration of these minors [28][29][30][31]. However, studies linking educational aspects to the integration phenomenon of these children are scarce [32][33][34] and do not specify the educational tools and strategies that are most influential in regards to the social inclusion of UFM. Research conducted by Martínez-Martínez et al [35] stands alone in demonstrating the positive influence of using certain strategies and tools on the personal learning environments (PLE) created by these minors for their educational and social integration.…”