Examinando por Autor "VILLALBA MONTES, Shamira Joselin"

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    INTERCULTURALIDAD Y CONVIVENCIA ENTRE NIÑOS PERUANOS Y VENEZOLANOS EN EDUCACIÓN INICIAL
    (2026-09-09) VILLALBA MONTES, Shamira Joselin; ZEGARRA PAREDES, Maria Fernanda; ZEGARRA SIMARAURA, Daleska Patricia
    Faced with high levels of Venezuelan migration to Peru, educational institutions encountered challenges related to cultural diversity. In early childhood education, the foundations were laid for social interaction and consideration for others; therefore, it was crucial to analyze initiatives that would promote peaceful coexistence between Peruvian and Venezuelan children. This research used a systematic review methodology within the framework of the PRISMA (2020) guideline to ensure transparency and rigor in the selection and synthesis of evidence. The research question was structured under the PICO framework, complemented by the CHIP approach to analyze qualitative dimensions. Relevant sources addressing issues of interculturality, interpersonal relationships, and pedagogical practices in early educational contexts were selected. An exhaustive search was conducted in academic databases (Google Scholar, SciELO, Dialnet, Redalyc), using terms such as “interculturality,” “early education,” and “coexistence”. The studies were selected using predefined inclusion criteria and evaluated using tools such as GRADE (Guyatt et al., 2008) to assess the strength of the evidence. The initial search yielded 310 records. After removing duplicates and filtering for thematic and methodological relevance, 20 articles that met the selection criteria were analyzed. The process included screening, data extraction in PRISMA tables, and thematic analysis of findings. The results revealed methodological barriers, highlighting weak teacher training in diversity management and limited application of playful and inclusive strategies, associated with poor implementation of intercultural approaches in the curriculum. However, effective pedagogical practices were also identified, such as the use of cooperative games and activities that promoted dialogue and empathy. It was concluded that cultural integration in early childhood education could not be understood unilaterally as a response to diversity, but rather as an indispensable condition for ensuring respectful coexistence in schools. The methodological barriers that limited this integration had to be overcome through active, inclusive, and playful teaching strategies. The documents reviewed showed that developing interpersonal skills, incorporating playful activities, and recognizing cultural diversity in the classroom allowed for the creation of more empathetic and collaborative environments. Therefore, a comprehensive commitment was needed from teachers, educational institutions, and educational policies that prioritized human, emotional, and social development from the earliest stages of education. Keywords: Early Childhood Education, interculturality, coexistence