School and displacement: a critical look at pedagogical practices Escuela y desplazamiento: una mirada crítica a las prácticas pedagógicas

Abstract

From a theoretical view framed in critical pedagogy, this study presents an approach to teaching practices in Colombian schools that serve students who have experienced displacement. It explores whether practices are inclusive regarding the large number of children who are victims of forced displacement. The researchers interviewed students, faculty and staff and conducted observations in relevant schools spaces in the Central, Northern, Eastern and Western regions of the country. Information obtained allowed researchers to see how institutions give access to all the displaced population that comes to them, but also how homogenizing pedagogical practices do not promote self-determination. General guidelines for pedagogical treatment of this population are suggested.