Falta de documentación y su impacto en el derecho a la educación: niñas, niños y adolescentes de nacionalidad venezolana en situación de movilidad humana en Cuenca

Abstract

This research aims to analyze the scientific evidence on the impact generated by the lack of documentation of regularization in access to education of children and adolescents in a situation of human mobility of Venezuelan nationality, and evaluate which strategies have been effective in similar contexts, in order to generate knowledge applicable to Cuenca. A qualitative hermeneutical-oriented metasynthesis was used from a systematic review of scientific literature published between 2015 and 2025 in open-access databases. Sixteen studies with a qualitative or mixed approach form the analytical corpus, selected by theoretical-intentional sampling. The analysis was carried out following the principle of the hermeneutic circle, integrating and interpreting the findings comparatively. The results show the existence of a constant operational gap between the formal universality of the right to education and daily institutional practices. Documentation operates as an administrative filter that transforms educational access into a conditioned process, generating precarious inclusion. The heterogeneous application of the regulations, produces fragmented educational trajectories, characterized by interruptions, mobility between institutions and/or school dropout. As a consequence, we identify psychosocial effects generated in children and young people such as insecurity, anxiety, stigmatization and weakening of the sense of belonging. In short, guaranteeing the right to education requires first of all to delink school access from migration status and, at the same time, to give way to institutionalized mechanisms that guarantee, monitor and demand the fullness of educational trajectories in order to make them stable, continuous and meaningful.