Inclusión escolar de niños, niñas y adolescentes refugiados venezolanos en Chile

Abstract

This study aimed to know the perception of Venezuelan refugee parents regarding the inclusion of their sons and daughters in the Chilean school system. The semi-structured interview was used for data collection and the AnalysisThematic for the analysis of the stories. The sample consisted of 10 participants of Venezuelan nationality, 7 women and 3 men, aged between 32 and 46 years, who lived in the metropolitan region, and who had children and daughters that attended to the Chilean public educational system. The results showed that the relationship with teachers, the relationship with peers, the school curriculum and the cultural diversity, were the main aspects that make both, possible or difficult the school inclusion of children and adolescents refugees in the Chilean school system.