Situaciones educativas de normalistas con experiencias migratorias.

In this research, we located in the Puebla Mixteca region to identify the educational situations of normal-school students with migratory experiences between Mexico and the United States. We start by recovering statistical data from educational institutions in the region to identify the conditions in which migrant children, adolescents, and young people (NNAyJ by its acronym in Spanish) are schooled. Subsequently, we present, from a qualitative approach, the trajectories of seven normal-school students articulated to their transnational life situations and schooling. We use for the analysis the notions of biographical situation, training, school capital, and unequal inclusion. Among the findings, we find the importance of school capital in the educational trajectories of these young women and men, at the same time, we recognize processes of unequal inclusion that have an impact on their life projects. With this, we notice that dual nationality (Mexican and American) of 6 of them does not guarantee that the granting States take responsibility for their training processes concerning the transnational reality of their lives. [ABSTRACT FROM AUTHOR]