Integración educativa de refugiados: Un análisis comparativo de los sistemas educativos entre Georgia, Italia, Túnez y Nigeria
DOI:
https://doi.org/10.7346/-fei-XXI-02-23_05Palabras clave:
Refugiados, Integración educativa, Procedimientos de acceso, Proveedores, Metodología comparativaResumen
El artículo presenta un análisis descriptivo de carácter comparativo de los sistemas de oportunidades de aprendizaje para refugiados a nivel nacional en cuatro países: Georgia, Italia, Nigeria y Túnez. Es una reflexión que tiene sus raíces en la experiencia de la Adult Education Academy (AEA) de febrero de 2021, centrada en el análisis, a nivel macro, de la integración educativa de los refugiados. A través de una perspectiva comparativa, el propósito de este artículo es destacar quiénes son los proveedores, cuáles son los procedimientos y los desafíos que caracterizan el proceso de integración educativa de los refugiados en los cuatro países. El análisis comparativo realizado ha destacado diferencias y similitudes entre los países, pero también los esfuerzos adicionales que deberían realizarse para garantizar buenas oportunidades de aprendizaje para los refugiados, comenzando con la implementación de un currículo intercultural.
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