INTERCULTURAL CARTOGRAPHIES AND INTERNATIONAL CHILDHOODS: REFLECTIONS FROM THE TRIPLE FRONTERA

This article analyzes the growing civilizational crisis that systematically affects new generations, focusing on the structural transformations that have forced children to migrate across the world. Within this framework, it examines the reconfiguration of twenty-first-century capitalism, taking the COVID-19 pandemic as a turning point, through which geopolitical, cognitive, and digital matrices have intensified territorial dispossession and normalized forced displacement. Against this backdrop, the study questions bureaucratic and gerontocratic logics embedded in nation-states that justify criminalization and reduce children’s lives to statistical figures or undignified assistentialist practices. Methodologically, the research adopts a theoretical documentary and analytical interpretative approach, based on the critical examination of academic literature, human rights normative frameworks, and reports from international organizations. The study concludes that purely statistical analyses are insufficient and advocates for recognizing the knowledge and practices through which children re-signify their migratory trajectories, highlighting border schools and school cartography as emancipatory political-pedagogical tools for peacebuilding and the construction of territories of peace.