Experiencias en un Albergue de Niñas, Niños y Adolescentes Migrantes no Acompañados en Tabasco, México: Convivencia y Trabajo en Equipo Como Estrategia Educativa

This article presents a descriptive and experiential approach to didactic interventions carried out at a Social Assistance Center (CAS) for unaccompanied migrant children and adolescents in Villahermosa, Tabasco, Mexico. The approach was developed within the framework of “Project-Based Learning with a social and cultural orientation.” The study aims to document and analyze the processes of interaction, inclusion, and group participation resulting from the intervention activities, particularly in collaborative work contexts and team dynamics. These are fundamental components for strengthening coexistence in community and educational settings, especially in contexts marked by cultural and linguistic differences and life trajectories shaped by human mobility. In these intervention activities, the migrant child population expressed diverse forms of interaction and group inclusion. The activities were organized and implemented as part of the Professional Practice by students from the Juárez Autonomous University of Tabasco (UJAT), affiliated with the Academic Division of Education and Arts (DAEA), within the Interinstitutional Program for the Education of Unaccompanied Migrant Children and Adolescents. This research, based on a qualitative-interpretive approach, aimed to understand, from a situated perspective, the impact of didactic intervention on the processes of coexistence, inclusion, and collaboration among the children and adolescents served at the Celia González de Rovirosa Child and Adolescent Care Center (CAS).