Ontoepistemology of school vulnerability and critical communication: deconstruction of hegemonic practices in the Colombian education system

Abstract

This article analyzes the barriers to inclusion faced by Venezuelan migrant students in the Colombian education system. The research focuses on how dominant pedagogical practices, combined with structural, communicative, and sociocultural barriers, hinder integration in the classroom. To address this problem, a qualitative methodology with a phenomenological hermeneutic approach was used, allowing for the exploration of the subjective experiences of migrant students. Semi-structured interviews and focus groups were conducted with 120 Venezuelan students, selected based on their length of stay in Colombia and their connection to the education system. The study sought to identify both objective barriers (economic, linguistic, and communicational) and emotional experiences (discrimination, stigmatization). The results indicated that, although migrant students have formal access to education, linguistic and communicational barriers, cultural discrimination, and economic difficulties limit their full participation in academic and social activities. The study reveals that the Colombian education system continues to operate from an assimilationist perspective, where the cultural identities of migrants are not adequately recognized. Thus, in order to achieve effective inclusion, the education system must adopt intercultural pedagogical approaches, recognizing and valuing cultural diversity, and providing adequate emotional and academic support to migrant students.