Entre las diferencias y el aprendizaje
familia, cultura y religión en el contexto de la educación infantil
DOI:
https://doi.org/10.34019/2237-6151.2026.v23.52352Palabras clave:
Interculturalidad, Infancia, DiversidadResumen
El artículo pretende mapear los estudios realizados sobre diversidad cultural y religiosa en la Educación Infantil y problematizar cómo estas dimensiones se articulan con el papel de la familia y la construcción de prácticas pedagógicas inclusivas. Metodológicamente, se adoptó un enfoque cualitativo, de naturaleza descriptiva, mediante una revisión bibliográfica. La búsqueda se realizó en las plataformas OpenAlex, Consensus y Google Scholar, con descriptores relacionados con diversidad cultural, diversidad religiosa, educación infantil y el papel de la familia. Se establecieron criterios de inclusión y exclusión que resultaron en la selección de 37 estudios (E1 a E37), publicados entre 2015 y 2025, analizados sistemáticamente en términos de objetivos, enfoques y contribuciones al campo investigado. Los resultados muestran que la diversidad cultural y religiosa contribuye al desarrollo de habilidades socioemocionales, a la formación de la ciudadanía y a la construcción de entornos educativos inclusivos, aunque persisten los desafíos relacionados con la formación docente, la ausencia de directrices pedagógicas claras y la tendencia a silenciar las diferencias. También se observó que la colaboración entre familia y escuela es un elemento central para prácticas inclusivas, a pesar de las tensiones derivadas de divergencias culturales y religiosas. Se concluye que la promoción de la diversidad en la Educación Infantil requiere articulación entre políticas públicas, formación docente, participación familiar y compromiso institucional, siendo fundamental para la construcción de contextos educativos democráticos.
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Derechos de autor 2026 Mirandy Vieira Coelho de Meneses
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