Políticas Públicas educativas sobre migración en los institutos de secundaria de España

Abstract

Objective: this paper aims at identifying the perception, practices and strategies relating to intercultural education that are being developed in secondary schools in León (Spain) from the point of view of school management teams and coordinators responsible for creating an environmentof peaceful coexistence between students. Methodology: the methodology used was mainly qualitative. First an in-depth group interview and a semi-structured interview were designed that involved all members of the management teams and the coexistence coordinators from all secondary schools. This interview consisted of 35 open questions that were organizedinto six categories according to the situation in each school. These categories included multiculturalism, the theory and practices of intercultural education that were being developed, available resources, curricular and organizational approaches to intercultural education and the education of the teachers on the subject. Results: although concepts of difference and interculturalismhave been included in the educational discourse, how cultural diversity is treated is far from what the scientific community has defined as intercultural education. It is considered more as a form of compensatory education. Conclusions: intercultural education is essentially linked to the increased number of foreign immigrants in schools and is viewed as a processaimed particularly at the children of foreign migrants or ethnic minority families. Most of the conflicts assumed to arise from cultural difference relate in fact to political and social issues, which cannot be resolved via educational solutions alone.