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2025-06-19
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info:eu-repo/semantics/openAccess
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Universidad Nacional de Educación a Distancia (UNED). Facultad de Derecho
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Resumen
El flujo migratorio de menores extranjeros no acompañados representa una realidad en las aulas de los centros educativos canarios, en especial, en las aulas de ciclos formativos de grado básico, donde un alto porcentaje de estos menores han sido matriculados.
Las intervenciones con los menores extranjeros no acompañados deben perseguir una mirada multidisciplinar que proteja sus derechos desde diferentes ámbitos, educativo y social, que logre atender sus necesidades y facilitar la inclusión en la sociedad.
Con esta mirada, esta investigación pretende conocer los factores que intervienen en el proceso de integración de los menores migrantes de origen africano en las aulas de ciclo formativo de grado básico, los cuales influyen en su exclusión o inclusión social, así como los cambios en las expectativas académicas, personales y sociales de los menores canarios, al vivir una transformación en la construcción del yo tras la interacción y convivencia con menores extranjeros no acompañados.
En concreto, el estudio recoge el sentir de once menores, canarios y del África subsahariana, matriculados en dos centros educativos de municipios de la isla de Gran Canaria en el curso 2024-25. Es un análisis descriptivo, de corte cualitativo, a partir de la información recogida a través de varios grupos de discusión a tres, que ha permitido conocer sus trayectorias académicas, sus procesos de adaptación en el aula de ciclo formativo de grado básico, sus percepciones sobre la integración y convivencia en el aula, destacando factores que la facilitan, y cómo influye esta convivencia en el alumnado canario.
Los resultados muestran que la mayoría de menores canarios aprecian compartir aula con menores de África subsahariana, sin embargo, los menores de África subsahariana no tienen la misma percepción positiva de su proceso de integración.
The migratory flow of unaccompanied foreign minors represents a reality in the classrooms of Canarian educational centers, especially in the basic vocational training, where a high percentage of these minors have been enrolled. Interventions with unaccompanied foreign minors must pursue a multidisciplinary approach that protects their rights from different areas, educational and social, that manages to meet their needs and facilitate inclusion in society. From this starting point, this research aims to know the factors that intervene in the integration process of migrant minors of African origin in basic vocational training, which influence their social exclusion or inclusion, as well as the changes in the academic, personal and social expectations of Canarian minors, as they experience a transformation in the construction of the self after interaction and coexistence with unaccompanied foreign minors. Specifically, the study reflects the feelings of eleven minors, from the Canary Islands and from sub-Saharan Africa, enrolled in two educational centers in two towns on the island of Gran Canaria in the 2024-25 academic year. It is a descriptive, qualitative analysis, based on the information collected through several three-person discussion groups, which has allowed us to know their academic trajectories, their adaptation processes in the basic degree training cycle classroom, their perceptions about integration and coexistence in the classroom, highlighting factors that facilitate it, and how this coexistence influences the Canary Islands students. The results show that the majority of Canarian minors appreciate sharing a classroom with minors from sub-Saharan Africa, however, minors from sub-Saharan Africa do not have the same positive perception of their integration process.
The migratory flow of unaccompanied foreign minors represents a reality in the classrooms of Canarian educational centers, especially in the basic vocational training, where a high percentage of these minors have been enrolled. Interventions with unaccompanied foreign minors must pursue a multidisciplinary approach that protects their rights from different areas, educational and social, that manages to meet their needs and facilitate inclusion in society. From this starting point, this research aims to know the factors that intervene in the integration process of migrant minors of African origin in basic vocational training, which influence their social exclusion or inclusion, as well as the changes in the academic, personal and social expectations of Canarian minors, as they experience a transformation in the construction of the self after interaction and coexistence with unaccompanied foreign minors. Specifically, the study reflects the feelings of eleven minors, from the Canary Islands and from sub-Saharan Africa, enrolled in two educational centers in two towns on the island of Gran Canaria in the 2024-25 academic year. It is a descriptive, qualitative analysis, based on the information collected through several three-person discussion groups, which has allowed us to know their academic trajectories, their adaptation processes in the basic degree training cycle classroom, their perceptions about integration and coexistence in the classroom, highlighting factors that facilitate it, and how this coexistence influences the Canary Islands students. The results show that the majority of Canarian minors appreciate sharing a classroom with minors from sub-Saharan Africa, however, minors from sub-Saharan Africa do not have the same positive perception of their integration process.
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Categorías UNESCO
Palabras clave
flujo migratorio, menores extranjeros no acompañados, integración, menores migrantes, exclusión social, desigualdad educativa, educación, interculturalidad, ciclos formativos de grado básico, cultura, religión, identidad, construcción del yo, vulnerabilidad, situaciones de riesgo, convivencia, migratory flow, unaccompanied asylum-seeking children, integration, migrant minors, social exclusion, educational inequality, education, interculturality, basic vocational training, culture, religion, identity, construction of the self, vulnerability, risk situations, coexistence
Citación
Sánchez Navarro, Carmen. Trabajo fin de Grado: La integración del alumnado de África subsahariana en aulas de Ciclos Formativos de Grado Básico en centros educativos de Gran Canaria. Universidad Nacional de Educación a Distancia (UNED) 2025
Centro
Facultad de Derecho
Departamento
Sociologia II (Estructura Social)