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THE REINSTATEMENT OF BORDER STUDENTS IN PUBLIC EDUCATION INSTITUTIONS THE LEVEL OF SECONDARY LEVEL EDUCATION IN THE CITY OF MEXICALI, MEXICO

F.J. Arriaga-Reynaga1, E. Oviedo-Gonzalez2, J. López-Zamora1

1Universidad Autónoma de Baja California (MEXICO)
2Universidad Pedagógica Nacional (MEXICO)
This research is the result of a non-participant observation and the information is presented through the qualitative approach. The subject treated is limited to the extraordinary school situation by passing transboundary secondary level students in public schools in the city of Mexicali, a city located across the border fron Calexico, California in the United States. The unit of analysis was the Secondary School No. 90 "Educational Practices", located in the city of Mexicali, during the school year 2014. Participants were three students; one of each grade, regardless of age, gender or academic background.

The phenomenon of migration, in-state and out of the country, is common and frequent in the State of Baja California. This state has a population of 3 million 484 thousand 150 inhabitants, with 50.3% men and 49.7% women. Mexicali, the state capital, reached 1 million 012 thousand 099 inhabitants, with 50.4% men and 49.6% women, according to the National Population Council (2015). Often returnee women are separated from their children and husbands who remain in the United States. This situation represents for them pain, sadness and helplessness at being apart from his family. As for men, their wives and children stay in their places of original residence, in different parts of the country, so they experience frustration about the limitations being experienced. Also, they go through stages of grief at being separated from loved ones, which is complicated to fall prey to nostalgia for the place of origin. In some cases, they deported men and women already had a stable job, her children were enrolled and attending school. At the border educational context, these children and youth are considered transboundary students to be returned to Mexico and spent time in an institution of public education, as discussed Zuniga (2013). The situation of transnational students, ie, those whose studies were interrupted by the deportation of the parents should become an obligatory subject of study on the consequences of forced repatriation and reintegration of children and youth the Mexican education system.

Some behavioral and educational aspects are discussed patents through which a social perspective of what it means for students to return to Mexican schools, having been enrolled in US schools temporarily occurs. Here the situation observed three cases of study, from the way they faced situations of discrimination, school stress, frustration, during the process of reintegration into the school culture is described. In this sense, the subject treated in an exploratory manner, confined to educational innovation, since this type of problem is somewhat unknown in the context of secondary schools in the city of Mexicali. It should be noted that as of 2009 was an increase in the incidence of the return of students to schools in the border region of Mexico, therefore this information is scarce and therefore is considered novel.