Explorando la interacción positiva a través del lenguaje y la interculturalidad en el grado tercero

Abstract

The research project aims to promote interculturality and positive interaction in the classroom through the use of oral, artistic, and literary language as pedagogical tools to strengthen coexistence, empathy, and respect among students from different cultural backgrounds. It was developed at Juan Francisco Berbeo School in Bogotá, with a group of children aged 8 to 11 belonging to diverse cultural contexts (local, migrant, and internal). The identified issue centers on communicative conflicts, exclusion, and unequal participation, stemming from school practices that do not encourage free expression or linguistic diversity. In response, the authors designed pedagogical strategies based on artistic languages (painting, storytelling, writing, and sculpture) that fostered an atmosphere of trust, cooperation, and mutual respect. The theoretical framework addresses key concepts such as interculturality, identity, language, and positive interaction, drawing on authors such as Vygotsky, Walsh, Schmelkes, and Freire, who emphasize education as a transformative space for building more inclusive and democratic communities. Methodologically, the research follows a qualitative creative action-research approach, using field journals, semi-structured interviews, and participatory workshops. The results show that the children developed greater empathy, respect for differences, and a stronger sense of belonging, as well as improved participation in the classroom. In conclusion, the study demonstrates that artistic and communicative languages are effective means of fostering intercultural coexistence, highlighting the need to train teachers in intercultural and emotional approaches that value diversity as a source of collective learning.