Interculturalidad e inclusión del alumnado marroquí en educación primaria de Andalucía


  • Teresa Terrón-Caro Universidad Pablo de Olavide
  • Verónica Cobano-Delgado Palma Universidad de Sevilla



This work brings the results of a study carried out in one of the priority areas for the settlement of foreign population in Spain, namely Comunidad Autónoma de Andalucía. In the 2011-2012 academic year, there was a total of 32,308 foreign students enrolled in the general system of primary education in the region of study. In this regard, the following research question arises: to what extent do students of Moroccan origin in compulsory education in Andalusia feel integrated? And what might the lines of action to favor school coexistence be? In order to respond to the problem, the general objective of this research is to analyze the most relevant factors which promote the inclusion of students of Moroccan origin enrolled in public primary schools in Andalusia. The methodology used is multiple and diverse, combining quantitative and qualitative approaches. Several techniques have been used to gather information: documentary analysis, a questionnaire and participant observation. One of our main findings is that, when students arrive in Spain, the biggest obstacle to their integration process is language. However, most of the students claim to have a multiple identity, defining themselves both as Moroccan and Spanish. This reality demands from educators pedagogical interventions planned to further support and mature multiple identities, as well as to enhance the acquisition of the school language, which is a key tool to foster inclusion.


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Como Citar

Interculturalidad e inclusión del alumnado marroquí en educación primaria de Andalucía . (2015). Educação E Pesquisa, 41(1), 101-117.