Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories
This research article sought to identify relationships between the social trajectories of migrant children and their school inclusion processes, considering social origin as a key turning point. A qualitative approach was adopted through a case study, implementing the NAM (migrant narratives) strate...
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| Format: | Online |
| Language: | Spanish |
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Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP
2025
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| Online Access: | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3328 |
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| author | Linares Alvarado, Martha Liliana Forero Londoño, Oscar Fernando |
| author_browse | Forero Londoño, Oscar Fernando Linares Alvarado, Martha Liliana |
| author_facet | Linares Alvarado, Martha Liliana Forero Londoño, Oscar Fernando |
| author_sort | Linares Alvarado, Martha Liliana |
| collection | OJS- Educación y Ciudad |
| description | This research article sought to identify relationships between the social trajectories of migrant children and their school inclusion processes, considering social origin as a key turning point. A qualitative approach was adopted through a case study, implementing the NAM (migrant narratives) strategy, the authors’ own methodological proposal. Through techniques such as mapping applied to focus groups with children aged 6 to 12 and in-depth interviews with their parents or guardians, we explored the experiences lived by Venezuelan migrant children before their exodus. The findings were organized into three axes: (i) the influence of social origin on the family environment, highlighting children's grief over the rupture of emotional and territorial ties; (ii) the construction of a collective migrant memory, where children redefine emotions, knowledge, and belonging through a shared narrative; (iii) the possibility of reconfiguring life trajectories in school contexts that, when inclusive, become healing spaces. As a conclusion, this study shows that the school inclusion of migrant children requires an active recognition of their original heritage and memories, in order to transfor the school into an intercultural space. The NAM strategy provided visibility to children's voices visible as social actors and contributed to a deeper understanding of their trajectories. This methodological approach aids in rethinking education from a social justice perspective that dignifies the migrant experience and strengthens the sense of belonging to school communities. |
| first_indexed | 2026-02-24T16:00:40Z |
| format | Online |
| id | oai:revistas.idep.edu.co:article-3328 |
| institution | IDEP |
| language | spa |
| last_indexed | 2026-02-24T16:00:40Z |
| publishDate | 2025 |
| publishDateRange | 2025 |
| publishDateSort | 2025 |
| publisher | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| publisherStr | Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP |
| record_format | ojs |
| spelling | oai:revistas.idep.edu.co:article-33282025-10-25T15:48:25Z Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories Infancias en éxodo: narrativas migrantes como herramienta metodológica para reconstruir trayectorias escolares Linares Alvarado, Martha Liliana Forero Londoño, Oscar Fernando infancias migrantes trayectoria social origen social estrategia NAM escuela migrant children social trajectory social origin NAM strategy school This research article sought to identify relationships between the social trajectories of migrant children and their school inclusion processes, considering social origin as a key turning point. A qualitative approach was adopted through a case study, implementing the NAM (migrant narratives) strategy, the authors’ own methodological proposal. Through techniques such as mapping applied to focus groups with children aged 6 to 12 and in-depth interviews with their parents or guardians, we explored the experiences lived by Venezuelan migrant children before their exodus. The findings were organized into three axes: (i) the influence of social origin on the family environment, highlighting children's grief over the rupture of emotional and territorial ties; (ii) the construction of a collective migrant memory, where children redefine emotions, knowledge, and belonging through a shared narrative; (iii) the possibility of reconfiguring life trajectories in school contexts that, when inclusive, become healing spaces. As a conclusion, this study shows that the school inclusion of migrant children requires an active recognition of their original heritage and memories, in order to transfor the school into an intercultural space. The NAM strategy provided visibility to children's voices visible as social actors and contributed to a deeper understanding of their trajectories. This methodological approach aids in rethinking education from a social justice perspective that dignifies the migrant experience and strengthens the sense of belonging to school communities. Este artículo de investigación buscó establecer relaciones entre las trayectorias sociales de las infancias migrantes y sus procesos de inclusión escolar, considerando el origen social como un punto de inflexión clave. Se adoptó un enfoque cualitativo mediante un estudio de caso, implementando la estrategia NAM (narrativas migrantes), una propuesta metodológica propia de los autores. A través de técnicas como el mapping aplicado a grupos focales con niños entre 6 y 12 años y entrevistas en profundidad con sus padres o tutores, se exploraron las experiencias vividas por las infancias migrantes venezolanas antes de su éxodo. Los hallazgos se organizaron en tres ejes: (i) la influencia del origen social en el entorno familiar, donde se destaca el duelo infantil ante la ruptura de vínculos afectivos y territoriales; (ii) la construcción de una memoria colectiva migrante, donde los niños resignifican emociones, saberes y pertenencias desde una narrativa común; (iii) la posibilidad de reconfigurar trayectorias de vida en contextos escolares que, cuando son inclusivos, se convierten en espacios reparadores. Como conclusión, este estudio evidencia que la inclusión escolar de las infancias migrantes exige un reconocimiento activo de sus capitales de origen y memorias, en aras de transformar la escuela en un espacio intercultural. La estrategia NAM permitió visibilizar las voces infantiles como actores sociales y contribuyó a una comprensión profunda de sus trayectorias. Este enfoque metodológico ayuda a repensar la educación desde una perspectiva de justicia social que dignifica la experiencia migrante y fortalece el sentido de pertenencia hacia las comunidades escolares. Instituto para la Investigación Educativa y el Desarrollo Pedagógico, IDEP 2025-07-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/xml https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3328 10.36737/01230425.3328 Educación y Ciudad; No. 49 (2025): Educational trajectories (July-December); e3328 Educación y Ciudad; No. 49 (2025): Trayectorias educativas (julio-diciembre); e3328 Educación y Ciudad; Núm. 49 (2025): Trayectorias educativas (julio-diciembre); e3328 2357-6286 0123-0425 spa https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3328/2525 https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3328/2541 Derechos de autor 2025 Martha Liliana Linares Alvarado, Oscar Fernando Forero Londoño https://creativecommons.org/licenses/by-nc-sa/4.0 |
| spellingShingle | infancias migrantes trayectoria social origen social estrategia NAM escuela migrant children social trajectory social origin NAM strategy school Linares Alvarado, Martha Liliana Forero Londoño, Oscar Fernando Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title | Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title_alt | Infancias en éxodo: narrativas migrantes como herramienta metodológica para reconstruir trayectorias escolares |
| title_full | Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title_fullStr | Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title_full_unstemmed | Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title_short | Children in Exodus: Migrant Narratives as a Methodological Tool to Reconstruct School Trajectories |
| title_sort | children in exodus migrant narratives as a methodological tool to reconstruct school trajectories |
| topic | infancias migrantes trayectoria social origen social estrategia NAM escuela migrant children social trajectory social origin NAM strategy school |
| topic_facet | infancias migrantes trayectoria social origen social estrategia NAM escuela migrant children social trajectory social origin NAM strategy school |
| url | https://revistas.idep.edu.co/index.php/educacion-y-ciudad/article/view/3328 |
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