Significaciones Imaginarias de identidad cultural: experiencia pedagógica para el aprendizaje de diferentes géneros musicales colombianos en grado transición

Abstract

This research, conducted within the framework of the Master’s Program in Childhood and Culture at Universidad Distrital Francisco José de Caldas, and developed under the specialization in History, Imaginaries, and Social Representations of Childhood, aimed to promote imaginary significations of cultural identity among kindergarten children through the implementation of a pedagogical experience based on learning different Colombian musical genres. The study emerged in response to the growing influence of globalized cultural imaginaries during childhood, a phenomenon that has displaced the recognition of cultural expressions rooted in the local territory and limited the construction of identity references connected to Colombia’s cultural diversity. Methodologically, the research adopted a qualitative approach using an ethnographic method. Nine kindergarten children participated in the study, from whom a focus group of five children was selected. The research was conducted at Crayolitas Creativas Preschool, located in the Kennedy district of Bogotá. Data were collected through participant observation, musical exploration and creative workshops, semi-structured interviews, and iconographic productions. These methods made it possible to understand the imaginary significations that participants constructed around cultural identity before and during the implementation of the pedagogical experience. The findings show that the children’s initial imaginaries were strongly shaped by references derived from global culture and digital consumption. However, systematic engagement with traditional Colombian musical genres contributed to broadening their fields of meaning and strengthening their recognition of symbols, territories, cultural practices, and musical expressions associated with their country. Consequently, the study concludes that traditional music can serve as a pedagogical resource capable of fostering identity-building processes in early childhood and promoting new imaginary significations related to territory and Colombia’s cultural diversity.