La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa

Autores/as

DOI: https://doi.org/10.6018/rie.441411
Palabras clave: comunicación intercultural, identidad, etnografía, semiótica social, educación infantil, íntercultural comunication, identity, ethnography, social semiotic, Preschool

Resumen

La construcción de las identidades culturales en niñas y niños migrantes requiere de un conocimiento profundo de las experiencias que se desarrollan en diversos espacios (la escuela, el hogar, la mezquita, las asociaciones vecinales, el centro cívico, etc.). Nuestra investigación reflexiona sobre los procesos de construcción de identidades culturales y la aportación de la etnografía colaborativa en su análisis. La utilización de este enfoque metodológico ha permitido la incorporación de la voz del alumnado migrante de Educación Infantil en la exploración de la construcción de sus identidades. Este artículo plantea como objetivo explorar las posibilidades de la etnografía colaborativa en el estudio de la construcción de identidades culturales mediante el análisis semiótico multimodal. Para ello, se ha utilizado un estudio de casos holístico y técnicas propias del enfoque Mosaic como los mapping, el retrato familiar, el roleplay y el autorretrato. El análisis semiótico social multimodal ha puesto en evidencia la difracción que se produce en los diferentes discursos de las niñas y los niños, evidenciando los conflictos en la construcción de sus identidades entre la cultura de origen y la destino, y ha mostrado cómo se configuran los estereotipos culturales en la etapa de Educación Infantil. Las conclusiones de este estudio subrayan la utilidad de la etnografía colaborativa y el análisis semiótico multimodal para el estudio de la construcción de identidades culturales en la infancia.

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Publicado
01-07-2021
Cómo citar
Romero Rodríguez, S., Moreno-Morilla, C., & García Jiménez, E. (2021). La construcción de las identidades étnicas y culturales en niños y niñas migrantes: Un enfoque desde la etnografía colaborativa. Revista de Investigación Educativa, 39(2), 483–501. https://doi.org/10.6018/rie.441411
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