Intercultural pedagogical strategies in transition grade based on guiding activities

Abstract

Currently, the presence of students from different cultures is occurring more frequently in early education, and this becomes a challenge for teachers, from the curriculum to the coexistence situations that are generated from these changes. The objective of this research was to strengthen the intercultural relations of the children of the transition level, in the Soacha Avanza La Unidad School, through pedagogical strategies where the guiding activities are experienced. The methodology used is qualitative, of action research, with a descriptive approach, using information gathering instruments such as: family life stories, teacher interview and participation observation. The design of the pedagogical proposal was based on the analysis of the results of the characterization, which led to categorize within each of the guiding activities of early childhood: play, art, literature and exploration of the environment, codes related to each region, customs, traditions, beliefs, remedies, ancestral narratives, typical dishes, and forms of recreation, respectively. The results highlighted the need to favor the family-school alliance, recognize individual cultural identity, ancestral knowledge, respect for difference, and the need for teacher mediation in the socialization process from childhood. In summary, it can be concluded that knowing in depth the history of family life allows the teacher to have tools and resources to build learning environments in which children feel recognized and valued within the framework of intercultural education.