The curricular absence in the migrant classrooms of the southern border of Mexico: Tapachula and its Haitian immigration

Abstract

Haitian migration in Tapachula has generated important challenges in Tapachulteca society. Specifically, the migrant classrooms in which the Haitian migrant presence represents part of the social reality of the southern border in which, unfortunately, their social insertion is complicated. Thus, the absence of a curriculum that includes the needs of migrant social actors in the classroom makes it difficult not only for them to learn but, even worse, for their social insertion within the receiving community. In our case, educational ethnography allowed us to identify elements within the classroom that reveal how the absence of an inclusive program, the lack of materials, and the educational objectives are far from satisfying the social needs of the school community; In addition, it allowed us to delve into elements inherent to the classroom migrant context that reflect the realities of migrant communities. Likewise, through semi-structured interviews, the voices of our participants describe what education is like in the Mexican immigrant context. Finally, migrant classrooms in border contexts represent everyday life and the normalization of the diversity of the new social actors that bring with them sociocultural practices and different languages ​​that, without a doubt, are here to stay.