THE PERCEPTION OF THE TEACHERS ABOUT THE CHILD RETURNEES

Abstract

The transfer of Mexicans toward the United States of America is a historic act. Today the situation is currently living in the U.S., It has edge to higher migration actors return to their hometowns and together with them children with a life newly begun, but with a long experiential anchor. Thus, the return becomes a complementary phase of migration; with everything what it portends for the children. It is therefore that increases interests flip to see school scenarios, because the school is the first systematic contact of children with new cultural models. Given the importance of the perception that the teacher has returned students to promote a successful integrative process, we designed a qualitative research, based on the phenomenological method, with the purpose of analyzing the perception of four teachers from a community with strong migratory tradition of return. Interviews were conducted with the teachers and analyzed their speeches in relation to his experience and thinking on the phenomenon of returning to school. The most relevant results are concerned, 1) the idea of integration handled by certain teachers is equivalent to simple physical presence of the students in normal classroom, on the playground, 2) predominates the conviction in the Centre of education there is no racism, 3) teachers are considered little or nothing prepared to meet children returnees, which distresses them.