Educación intercultural: la mediación pedagógica en la participación de estudiantes Emberas en básica primaria

Abstract

Intercultural education poses a challenge for educational institutions, often approached through inclusion as merely a process of granting access rather than genuine acceptance. The purpose of this study is to precisely interpret the participation processes in the learning of girls and boys belonging to the Kurmadó Indigenous Reserve, and their relationship with the pedagogical mediation provided by Primary Education teachers. The methodology follows a qualitative paradigm with a historical-hermeneutical approach, aiming to encompass the entirety of the subject of study through interviews and observations of students and teachers, as well as mapping the school environment. From the interpretative process, two categories emerge: social participation and academic participation, both of which underscore intercultural transitions regarding different ways of being, existing, and behaving within the school. The results highlight a clear correlation between pedagogical mediation and social and academic participation, with a particular emphasis on play as a mechanism for social cohesion, without implying fundamental transformations in teaching practices.