Reconocimiento de la diversidad y las diferencias culturales de los niños y las niñas: Una propuesta desde la Pedagogía de la Diversidad en el Externado Hogar AmaneSer - ACJ (YMCA)

Abstract

This research focuses on the recognition of diversity and cultural differences with the aim of strengthening inclusive education for the children of the Externado Hogar AmaneSer (YMCA). This alternative educational space and center for children and adolescents serves a population whose rights have been violated. The study is part of the Bachelor's Degree in Early Childhood Education program at the Francisco José de Caldas District University in Bogotá and is framed within the Pedagogy of Diversity. According to Espinosa (2016), this pedagogy promotes listening and speaking as the cornerstones of a democratic school, where students are recognized as subjects of rights in their differences. From this perspective, the goal is to dismantle homogenizing imaginaries that reproduce discrimination and encourage critical reflections on educational practice. In this way, the goal is to understand how children perceive cultural diversity and how these conceptions impact their relationships with others. The analysis paves the way for building more respectful attitudes and overcoming prejudices in contexts of diversity. The methodology used is based on a qualitative approach, following Vasilachis (2006) and Sampieri et al. (2014). The systematization of experiences is adopted as a pedagogical strategy, based on the approaches of Jara (2018). This allows for the recovery, analysis, and redefinition of what has been experienced in practice, identifying achievements and lessons learned, while giving critical reflection on the experience. Three main techniques were used to collect data: semi-structured interviews, participant observation, and the application of a Likert scale. These instruments captured the children's perceptions, experiences, and behaviors regarding cultural diversity. The data were subsequently transcribed and analyzed using documentary evidence, enabling a more in-depth understanding of the research categories. The results of the study revolve around three central categories: Diversity and Cultural Differences, Inclusive Education, and Diversity Pedagogy. It was evident that boys and girls have diverse conceptions of difference, some marked by stereotypes and others reflecting openness to recognizing others. In response, the research implemented pedagogical strategies that encouraged the appreciation of diversity and mutual respect, thus strengthening inclusion processes within the educational environment. The document is structured into four chapters plus a final section. The first chapter presents the research problem, the central question, and the objectives. The second presents the theoretical frameworks on diversity, inclusive education, and diversity pedagogy. The third presents the methodological frameworks and the process for systematizing experiences. The fourth develops the results and analyzes the pedagogical practice with the participants. Finally, the conclusions, references, and appendices are presented, consolidating the study's contributions to both the academic community and the social context in which it was conducted. In conclusion, this research contributes to the construction of inclusive education by highlighting diversity as a cultural asset and by promoting respect, empathy, and acceptance of others in childhood. It also highlights the importance of systematizing pedagogical experiences as a tool for social and educational transformation.