Imaginarios sociales de interculturalidad. Una mirada desde los ritmos, melodías y juegos tradicionales con los niños de educación inicial del colegio José asunción silva

Abstract

This thesis is focused on the construction of social imaginaries of interculturality that occur through rhythms, melodies and traditional games with early childhood children of the José Asunción Silva School, and how these can influence their cultural identity and their interaction with each other, contributing to the diversity of the space. The studies of the social imaginaries of interculturality have great importance in the school, because they help to understand the ideas and representations that children have about their cultural environment. In this research, we have explored the different forms of identity construction and rootedness where imaginaries are part of identity formation. The study was conducted through qualitative research, using techniques such as participatory action research, open interviews with students and teachers. The results show that students construct complex and often contradictory social imaginaries about interculturality, influenced by factors such as popular culture, personal experiences and interpersonal relationships. The methodological design used is content analysis, which has been examined through information gathered from various sources, such as texts, images and speeches, in order to identify the social imaginaries of interculturality present in the traditional games, rhythms and melodies of the educational institution. Interviews were also conducted with teachers and parents to obtain information on their views and practices in relation to interculturality. The results obtained show that the social imaginaries of interculturality at the José Asunción Silva School are related to the cultural diversity present in the institution and to the IMAGINARIOS SOCIALES DE INTERCULTURALIDAD 9 Dissemination of values such as respect, tolerance and solidarity. However, certain limitations have been identified in the approach to interculturality, such as the lack of training in intercultural skills on the part of teachers, the absence of specific activities for the purpose of promoting interculturality and the presence of cultural stereotypes and prejudices. In conclusion, this research has shown the importance of revealing the social imaginaries of interculturality at school through rhythms, melodies and traditional games, especially in the child population, in order to understand the construction of cultural perceptions and representations of children. Regarding the above, the need to develop educational strategies and programs that promote interculturality and respect for cultural diversity has been highlighted, as well as the need to train education professionals in intercultural competencies in order to effectively address situations that contemplate social imaginaries of interculturality in the classroom.