Intercultural learning for preschool and elementary school children: a look at practical limitations in Latin america

Dorina R.A.; Ernesto R.Á.J.; Melody A.R.; Elida F.M.M. · Clio. Revista de Historia, Ciencias Humanas y Pensamiento Critico. (2025) · DOI: 10.5281/zenodo.17833965

Resumen

Early childhood and primary education require specific pedagogical tools that promote genuine intercultural learning. These tools include all teaching resources and materials, which are essential for teaching children from different cultures and ethnic backgrounds. This study analyzes the current state of intercultural education for preschool and primary school children in Latin America. To address this analysis, qualitative research was conducted using a documentary exploration method. The results show that, although certain inclusion strategies are employed by educational policymakers when designing intercultural teaching materials, these are not sufficient to guarantee the well-being and cultural continuity of indigenous communities. The lack of inclusion manifests itself in the non-recognition of the identity, knowledge, culture, and life of children belonging to indigenous peoples.