Integración Curricular en el Aula como Estrategia para el Rescate de la Identidad Santandereana en Niños y Niñas del Nivel Preescolar

This paper addresses the promotion of Santander's cultural identity in preschool children, based on the identified problem of limited knowledge and attachment among students aged 4 to 6 years old to the culture, traditions, and customs of their department. The overall objective was to promote cultural identity through the implementation of a pedagogical approach that integrates the educational curriculum with the social, cultural, customs, and traditions of Santander. The research was conducted using a qualitative, descriptive approach, employing the case-participation-action study method. The study population consisted of preschool teachers at the Escuela Normal Superior de Bucaramanga (Bucaramanga Teacher Training School), and data were collected through semi-structured interviews and observation. The results indicated that the implementation of the designed pedagogical strategies, embodied in a manual, had a positive impact on students' motivation and interest, leading them to identify with symbols, cuisine, music, and regional dance. This integration contributed to the children's holistic development (cognitive, social, communicative, and motor skills), and the manual was perceived as a valuable tool by the teachers. Family and community involvement was essential, strengthening the school-family bond. In conclusion, the curricular integration of Santander identity proved to be an effective strategy for fostering a sense of belonging and cultural awareness at this educational level.