Playful-pedagogical strategy to strengthen intercultural identities and school experiences

Abstract

This research arises from the multicultural encounter and misencounter experienced in a first grade classroom in a public educational institution in Bogota. Therefore, the research focused on understanding multiculturalism in this educational context, the experiences and coexistence, in order to transform it into healthy coexistence and that this would result in the educational pedagogical field. As a sample, 10 first grade students of the school Antonio José de Sucre IED, among which there are migrant children, displaced, Afro-descendants and descendants of indigenous communities. Through the qualitative research methodology "Action Research", the diagnosis and characterization of the students was made, the coexistence problems were identified and the intervention was done through the design and implementation of the ludic pedagogical strategy (classroom project). The classroom project allowed addressing the inclusion processes generating the enrichment of the educational process and the healthy coexistence in the classroom. Therefore, the organization of this document is divided into three parts, first, the theoretical and referential support, the objectives and the problem statement, then the second part is composed of the implementation and development of the project where the methodological elements are exposed and thirdly, the results and conclusions are detailed where the strengthening and understanding of various processes of inclusion is observed, which positively influences school dynamics.