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RESUMEN La orientacion de los procesos de transicion dentro del sistema educativo es una labor esencial para ayudar a los estudiantes en su transcurrir academico y sociolaboral. Cuando se trata de alumnado inmigrante, esa tarea adquiere aun mayor importancia, al tiempo que se complejiza al interactuar otros factores como la cultura de origen, los procesos migratorios, las experiencias escolares previas, las dificultades adaptativas al nuevo contexto, etc. En este articulo, sustentado en un estudio multicaso -integrado por seis casos instrumentales, llevados a cabo en zonas escolares con significativo porcentaje de dicho alumnado-, hemos indagado en las estrategias docentes y orientadoras que se ponen en marcha en escuelas e institutos y las interacciones entre ellos, para cubrir esta dimension ineludible del trabajo educativo, evidenciando las posibilidades, limitaciones y consecuencias de tales acciones; asi mismo, se muestra la dificultad para poner en marcha actuaciones interprofesionales integrales, mediatizadas por las politicas curriculares oficiales y por el pensamiento practico pedagogico hegemonico de los centros educativos y de sus profesionales. Los casos aqui estudiados, muestran como, para estos chicos y chicas, las transiciones academicas se convierten en procesos permanentes de re-acomodacion encadenada, mediatizada por las acciones docentes, orientadoras, de mediacion y estructura curricular tradicional, cuya efectividad es baja, debido a las contradicciones que se producen entre las finalidades inclusivas pretendidas y las practicas cotidianas para conseguirlas. ABSTRACT Guiding students through the educational transitions is essential for their correct development during their educational years and for their labor and social future. When dealing with immigrant students, this task acquires even greater importance, and becomes more complex due to other factors such as the culture of origin, the migratory processes, previous school experience, and the intrinsic difficulties to adapt to the new settings. In this article, based on a six instrumental case study, we have explored this dimension in the teaching and guiding strategies carried out in Spanish primary and secondary schools, separately and as whole, in order to reveal the possibilities, limitations and consequences of such strategies. Particularly, we show the difficulty to put into practice comprehensive interprofessional strategies, due to current official curricular policies and the dominant educational thinking of schools and their professionals. The cases studied show how, for these boys and girls, educational transitions become permanent processes of accommodation, mediated by teachers’ actions, guiding and mediation efforts, and traditional curricular structure, whose effectiveness is low, by the contradictions that occur between inclusive purposes pretended and daily practices to get them.

revista española de orientación y psicopedagogía/revista española de orientación y psicopedagogía

Orientar las Transiciones del alumnado inmigrante: más que un reto multiprofesional = Guiding immigrant students through educational transitions: far more than a multidisciplinary challenge