Diverse and multicultural Colombia: identity, territory and cultural richness

Abstract

In today’s society, social, cultural, and educational changes have generated new forms of interaction among diverse people and communities. However, these transformations have also revealed problems such as discrimination, inequality, and attitudes of rejection toward difference. Faced with this reality, schools play a fundamental role in educating citizens who are able to recognize, respect, and value cultural diversity as an essential part of coexistence and social cohesion.In this context, the study aims to identify and analyze conceptions of cultural diversity among second-grade students in Dosquebradas, considering three moments of the educational process: before the pedagogical practice, during its development, and after its implementation. This structure makes it possible to understand how students’ ideas, perceptions, and attitudes toward cultural diversity evolve through a pedagogical intervention. Likewise, the study is organized into four main sections: the problem statement, the theoretical framework, the methodology and data analysis, along with the conclusions and recommendations. The research is developed through a qualitative methodology, with a hermeneutic approach and a simple case study design, which allows for an in-depth interpretation of the experiences and meanings constructed by the students. The results are presented based on the conceptions of cultural diversity identified throughout the three stages of the research process. In this way, the study seeks to provide elements for pedagogical reflection that contribute to the strengthening of inclusive educational practices, the recognition of difference, and the formulation of recommendations for future research on cultural diversity in school contexts.