Collaborative strategies for integrating migrant students into Physical Education and Health classes

Abstract

In Chile, the foreign population has increased exponentially over the last twenty years, bringing challenges to the education system related to the inclusion of foreign students in general, and in Physical Education and Health [PEH] classes in particular. This study describes and analyses attitudes, decisions and actions taken to promote the inclusion of migrant students in secondary education classes at a state school in the Metropolitan Region of Chile. Using a qualitative approach and methodology, a school community was selected that had elements of cohesion and cultural unity and a history of incorporating migrant students. The information was collected through semi-structured interviews with teachers over a three-month period, focusing on perceptions and strategies deployed. The results highlight a correct understanding of discrimination, coexisting with difficulty in identifying situations in which it occurs. In general terms, the findings refer to discrimination, differentiated motivation among schoolchildren, gaps in Chilean curriculum policy, strategies in use and their effectiveness, as well as the value and use of sports games as a tool for integration and knowledge among schoolchildren. In conclusion, PEH classes can provide a fundamental environment for fostering respect, promoting empathy and inclusion, while challenges related to discrimination persist.