Identidad Moral de Docentes Migrantes Venezolanos al Perú

Venezuelan migration is the largest migratory flow of this century in South America and represents a new phenomenon for Peru. It is estimated that of the approximately 1.1 million Venezuelan migrants living in the city of Lima, 19% studied education. This study, which employed purposive sampling and semi-structured qualitative narrative interviews analyzed using deductive thematic analysis, identifies the characteristics of the moral identity of 11 Venezuelan elementary school teachers—2 men and 9 women—who have migrated from Venezuela and currently live and work as teachers in Peru. The results indicate that the migration process had little impact on their moral identity. A significant proportion of the teachers do not demonstrate a central focus on their current moral identity or in their narratives about their identity prior to migration; that is, moral identity does not occupy a central place in how they define themselves. Instead, these teachers’ identities primarily include social or prosocial characteristics linked to their social and professional networks, which were not affected by the migration process. The study’s findings are discussed with an emphasis on the characteristics of this group of teachers’ identities, their experiences as migrants in Peru, and the importance of moral development in the teaching profession.