La narrativa y el sentido de pertenencia en la formación de la identidad cultural en la infancia. Una revisión temática
| dc.audience | Público en general | |
| dc.audience | Estudiantes | |
| dc.audience | Docentes | |
| dc.audience | Administrativos | |
| dc.contributor.author | Guardia-Hernández, Andrea Milena | |
| dc.contributor.author | Rodríguez Patarroyo, Youly Alejandra | |
| dc.coverage.spatial | Global | |
| dc.date.accessioned | 2025-08-20T20:06:27Z | |
| dc.date.available | 2025-08-20T20:06:27Z | |
| dc.date.issued | 2025-08-22 | |
| dc.description.abstract | Este estudio explora cómo la narrativa y el sentido de pertenencia contribuyen a la formación de la identidad cultural en la infancia, especialmente en contextos de diversidad y migración. A través de una revisión temática de 26 estudios académicos recientes, el trabajo concluye que la identidad cultural infantil es un proceso dinámico, relacional y fuertemente influenciado por los entornos sociales, educativos y familiares. El estudio subraya que el sentido de pertenencia, entendido como la conexión emocional con una comunidad, fomenta la autoestima y la integración social. Las narrativas personales y colectivas se identifican como herramientas cruciales para que los niños y niñas expresen sus vivencias y afirmen su identidad, especialmente en situaciones de exclusión. La revisión resalta el papel fundamental de la escuela como espacio socializador, enfatizando la importancia de prácticas pedagógicas culturalmente sensibles. Entre las recomendaciones se incluyen el uso del idioma materno, la representación de diversas culturas en el aula y la participación de las familias. Además, se reconoce la relevancia del juego, el entorno físico y la agencia infantil en la construcción de una identidad auténtica. Finalmente, el documento concluye que fomentar narrativas inclusivas y crear espacios educativos que respeten la diversidad es fundamental para el desarrollo integral y la resiliencia de los niños y niñas, ayudando a prevenir la alienación cultural en diversos contextos. | spa |
| dc.description.abstractenglish | This study explores how narrative and a sense of belonging contribute to the formation of cultural identity in childhood, particularly in contexts of diversity and migration. Through a thematic review of 26 recent academic studies, the work concludes that children’s cultural identity is a dynamic and relational process, strongly influenced by social, educational, and familial environments. The study underscores that a sense of belonging —understood as an emotional connection to a community— fosters self-esteem and social integration. Personal and collective narratives are identified as crucial tools for children to express their experiences and affirm their identity, especially in situations of exclusion. The review highlights the fundamental role of schools as socializing spaces, emphasizing the importance of culturally responsive pedagogical practices. Recommendations include the use of native languages, the representation of diverse cultures in the classroom, and the active involvement of families. Additionally, the study acknowledges the significance of play, physical environments, and children’s agency in constructing an authentic identity. Finally, the paper concludes that promoting inclusive narratives and creating educational spaces that respect diversity are essential for children’s holistic development and resilience, helping to prevent cultural alienation across different contexts. | en |
| dc.identifier.citation | Guardia-Hernández, A. M. y Rodríguez Patarroyo, Y. A. (2025). La narrativa y el sentido de pertenencia en la formación de la identidad cultural en la infancia. Una revisión temática [documento de trabajo n.° EDM-6]. Universidad La Gran Colombia. | spa |
| dc.identifier.uri | https://hdl.handle.net/11396/8886 | |
| dc.language.iso | spa | |
| dc.publisher | Universidad La Gran Colombia | |
| dc.publisher.department | Ciencias de la Educación | |
| dc.publisher.program | Maestría en Educación | |
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(2023). ‘It has also happened to me’: Children’s peer exclusion experiences in Finnish pre-primary school through children’s narrations. Journal of Early Childhood Research, 21(3), 328-340. https://doi.org/10.1177/1476718X231159290 Salter, R., & Chesworth, L. (2021). Participatory story-sharing practices in the early years with Central and Eastern European families in Scotland. International Journal of Early Years Education, 29(4), 455-469. Sözeri, S., Kosar Altinyelken, H., & Volman, M. (2022). Turkish-Dutch mosque students negotiating identities and belonging in The Netherlands. Religions, 13(9), 842. https://doi.org/10.3390/rel13090842 Watson, K., & Newman, L. (2024). Children’s voices: Inclusive early childhood placemaking with children. Journal of Early Childhood Research, 22(2), 258-271. https://doi.org/10.1177/1476718X231195714 | spa |
| dc.subject.keyword | early childhood education | en |
| dc.subject.keyword | inclusive education | en |
| dc.subject.keyword | cultural diversity | en |
| dc.subject.keyword | interculturality | en |
| dc.subject.keyword | literature | en |
| dc.subject.proposal | educación infantil | spa |
| dc.subject.proposal | educación inclusiva | spa |
| dc.subject.proposal | diversidad cultural | spa |
| dc.subject.proposal | interculturalidad | spa |
| dc.subject.proposal | literatura | spa |
| dc.title | La narrativa y el sentido de pertenencia en la formación de la identidad cultural en la infancia. Una revisión temática | spa |
| dc.title.alternative | Narrative and sense of belonging in the formation of cultural identity in childhood. A thematic review | en |
| dc.type | working paper | |
| person.identifier.orcid | https://orcid.org/0000-0002-8831-7496 |
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