State, family and education in the construction of identity of ethnic children in the cities of Medellin and Cali

Abstract

In the framework of comprehensive early childhood care, pedagogical and inclusive elements are linked, from which arose the need to investigate and understand the psychomotor and creative processes of children belonging to ethnic population, based on discursive practices of educational agents. The methodology was qualitative, with a phenomenological tradition and a semi-structured interview technique, initially resulting in the cultural and ethnic importance in the identities of children, concluding the need to address reflections and understand how institutions accompany ethnic children in the city. The objective of this article was to reflect on the participation of the State (political and social), the family and education in the construction of identity. Ancestral knowledge was approached from the cultural manifestations as a social construct and ethnic diversity; invisibilization-visibilization was identified from the recognition and empowerment of communities through history; and a theoretical approach was made to early childhood, as a pillar in education, and the look of the body that builds identity and history. Finally, it is concluded the need to address aspects that guarantee and account for an integral, multicultural and multiethnic education.