Educational Practices in Migratory Contexts: Encounters between Children, Families, and Educators in Early Childhood Education Centers

Abstract

Educational centers serve as valuable spaces for interaction and socialization for individuals who have migrated in search of better opportunities. Early childhood education, in particular, adheres to pedagogical principles that emphasize diverse learning approaches and the emotional bonds fundamental to integration into local communities. This study aims to analyze educational practices in centers with a high enrollment of children and families who have migrated to Chile. Through multiple case studies, interviews were conducted with directors, educators, and families of children aged 4 to 5 years from Peru, Ecuador, Venezuela, and Haiti. The research was complemented by an analysis of the prescriptive curriculum, Institutional Educational Projects (PEI), and classroom planning. The findings reveal intuitive manifestations of intangible cultural heritage. While folklorized practices are implemented as a means of recognizing diverse cultures, they aim to embed intercultural knowledge with meaningful significance.