A través de los ojos de un niño: el significado y la negociación de la integración desde la perspectiva de los alumnos de Viena
DOI:
https://doi.org/10.22325/fes/res.2024.216Palabras clave:
integración, educación, enfoque centrado en el niño, alumnos, AustriaResumen
Los estudiosos han señalado que el discurso dominante sobre la integración en Austria se caracteriza por una visión asimilacionista. Esto resulta especialmente evidente en diversas medidas de política educativa -por ejemplo, las clases de apoyo de alemán (Deutschförderklassen) – que ilustran que no se tiene suficientemente en cuenta el bienestar de los inmigrantes. Con este telón de fondo, es interesante analizar en qué medida el discurso predominante configura la forma en que los jóvenes entienden la integración. Aplicando un enfoque centrado en los niños, realizamos 87 entrevistas y 13 grupos de discusión con alumnos de seis institutos de secundaria de Viena. No sólo encontramos muchas interpretaciones diferentes de la integración, sino también contradicciones, ambigüedades y ambivalencias con respecto al concepto de integración. Nuestras conclusiones sugieren que es vital que la sociedad perciba a los jóvenes como actores activos en el discurso de la integración y que tenga en cuenta el significado y la negociación de la integración, así como las necesidades y el bienestar de los inmigrantes desde la perspectiva de los alumnos, a fin de sostener el proceso de integración de los niños inmigrantes.
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