Return migration and integral insertion into the school context and community: proposal of a policy for the benefit of children and adolescence - migrant families in Honduras

Abstract

This article addresses the reality of return migrant children and youth and integration into the school classroom and community context in areas of high migratory flow in Honduras. The objective of the study was to analyze the phenomenon of the migratory experience in the return of children and adolescents in the Honduran context in the departments of Francisco Morazán, Yoro, Olancho and Cortés, which are representative in high population convergence to the return migratory flow and to participation in processes of integration into the school classroom in Honduras. The research was carried out from the qualitative approach, in which ethnographic elements and document review were used, through the use of theory based in the following techniques: semi-structured interviews and focus groups to an intentional sample of 67 children and teenagers; 31 teachers and 65 parents and guardians. One of the main findings consisted in determining that the return and insertion of children and adolescents in Honduras does not have a comprehensive integration; therefore, it requires a reconstructive education, affordable through curricular adaptation processes and teachers and parents training.