Converging Migrations in School: Social Cartography as a Transformative Element of Territorial Identity in Soacha, Colombia

Abstract

This paper presents the results of implementing a learning experience derived from research to determine the contributions of school environmental and social practices to constructing territorial identity among a group of students, including migrant populations. The methodology employed was grounded in the qualitative paradigm through social cartography. Key findings revealed that territorial identity emerged through emotional expression and its connection to the children's territorial experiences. Additionally, the transformative nature of this identity was evident through collective dialogue and emotional expressiveness. The study emphasizes the importance of promoting research exercises on the reconstitution of territorial identity, enriched by the perspectives of migrant, foreign, and local populations.