Curricular proposal that strengthens coexistence from an intercultural perspective.

Abstract

ABSTRACT

This psycho-pedagogical study focuses on interculturality in the Colombian educational context, advocating strategies that promote harmonious coexistence among individuals from diverse cultures. It highlights the importance of an educational institution as a facilitator of equitable interactions, promoting lifelong learning in everyday situations. Within the framework of current challenges in inclusive pedagogy, it focuses on the complex task of selecting and organizing knowledge to ensure educational quality and equality. The research achieves a positive articulation of pedagogical mechanisms, highlighting the transversality of intercultural education in the curriculum of an educational institution in the city of Bogota, D.C.

The article addresses the problem of the absence of intercultural factors as a human value in Colombian schools, focusing specifically on a school in Bogota with third grade students. Its general purpose was to implement a pedagogical strategy to strengthen intercultural bonds. The question was formulated as to how to incorporate intercultural attitudes and values as a cross-cutting area in the third grade of this educational institution in Bogotá, Colombia. To achieve this purpose, concrete goals were set that included the identification of factors of intercultural intolerance among students, the design of ludic-pedagogical strategies to support interpersonal relationships, and the integral evaluation of the didactic proposal to improve the school's coexistence.