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Authors
Advisor(s)
Abstract(s)
A partir del análisis estadístico de los escenarios de riesgo de exclusión social que en migración
pueden encontrarse en la actualidad en países como España y Portugal, se revisan los
escenarios de riesgo que afrontan los escolares de familias inmigrantes en relación a distintos
enfoques de política educativa. Las evidencias señalan que la condición de inmigrante
representa un riesgo de mayor probabilidad de fracaso educativo, menor nivel de estudios al final
de la escolarización y menor empleabilidad. Desde un enfoque inclusivo e intercultural, se hace
referencia a casos de éxito en el abordaje de esta problemática en España, como son las
experiencias desarrolladas en las dos últimas décadas de las Comunidades de Aprendizaje y se
constata la prometedora evolución del rendimiento en Portugal mostrada por las pruebas de la
OCDE.
From the statistical analysis of the risk scenarios of social exclusion that migration can currently show in Spain and Portugal, the risk scenarios faced by schoolchildren from immigrant families in relation to different educational policy approaches are reviewed. Official data indicates that immigrant status represents a risk of higher probability of educational failure, lower level of education at the end of schooling and lower employability. From an inclusive and intercultural approach, reference is made to successful cases in the approach to this problem in Spain, such as the experiences developed in the last two decades of the Learning Communities and the promising evolution of performance in Portugal shown by the OECD assessment tools.
From the statistical analysis of the risk scenarios of social exclusion that migration can currently show in Spain and Portugal, the risk scenarios faced by schoolchildren from immigrant families in relation to different educational policy approaches are reviewed. Official data indicates that immigrant status represents a risk of higher probability of educational failure, lower level of education at the end of schooling and lower employability. From an inclusive and intercultural approach, reference is made to successful cases in the approach to this problem in Spain, such as the experiences developed in the last two decades of the Learning Communities and the promising evolution of performance in Portugal shown by the OECD assessment tools.
Description
Keywords
Inmigración Abandono escolar Inclusión Comunidades de aprendizaje Educación intercultural
Pedagogical Context
Citation
Poy Castro, Raquel (2018). La educación y los riesgos de exclusión social para los escolares de familias inmigrantes en Portugal y España = Education and the risks of social exclusion for immigrant schoolchildren in Portugal and Spain. EduSer - Revista de educação. ISSN 1645-4774. 10:1, p. 12-231,
Publisher
Instituto Politécnico de Bragança