REPERCUSIONES DE LA XENOFOBIA EN EL PROCESO DE ENSEÑANZA-APRENDIZAJE DE ESTUDIANTES MIGRANTES INTERNACIONALES

Abstract

The text addresses the vulnerabilities faced by international migrants in school environments, highlighting the impacts of xenophobia on social interaction, emotional well-being, and academic performance. Discrimination, often normalized as “jokes,” reveals the urgent need for inclusive education that values cultural diversity. This exploratory bibliographic study is based on research conducted in the CAPES Theses and Dissertations Catalog and the CAPES Journals portal, resulting in the selection of nine relevant publications on xenophobia and education. The teacher’s role is emphasized as fundamental in the teaching-learning process, acting as a mediator who adapts strategies to students’ needs, fostering engagement, respect, and active knowledge construction. Teacher mediation goes beyond content delivery, involving empathy, active listening, and the encouragement of autonomy—especially in heterogeneous classrooms, such as those that include migrant students.