Prácticas pedagógicas que promueven una educación intercultural en educación parvularia: experiencias y significados

This study aims to gather information about intercultural pedagogical practices, the concept of interculturality on which they are based, as well as those elements that support or hinder their emergence. A qualitative methodology was used, specifically a case study and data in a particular school and from the voices of pedagogical teams at the transition level. Two techniques were used to collect information: the semi-structured interview and the group interview, to learn about the set of actions that pedagogical teams use to promote intercultural practices. The results allow us to demonstrate the use of intercultural pedagogical practices driven by the recognition of the cultural diversity present in classrooms, supported by more functional and relational models of interculturality. It is concluded that there is a need to think about intercultural education articulated between those who lead the center and those who lead the pedagogical practices in the classroom so that the local context reflects the meaning of providing critical intercultural education within the school.