Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
https://doi.org/10.62574/rmpi.v5i2.315
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Cultural identity in Colombian schoolchildren
Identidad cultural en escolares colombianos
Gustavo Adolfo Jarava-Acosta
gustavojarava.est@umecit.edu.pa
Universidad Metropolitana de Educación Ciencia y Tecnología (UMECIT), Panama,
Panama, Province of Panama, Panama
https://orcid.org/0000-0002-3022-2814
ABSTRACT
Cultural identity is one of the fundamental pillars in the process of citizenship. The objective was
to analyse cultural identity in Colombian schoolchildren through a review of the literature. A
qualitative narrative review was carried out, gathering and comparing the theoretical and
empirical contributions of 25 scientific papers. The review shows that the construction of cultural
identity in the Colombian school environment is a complex and multidimensional process,
characterised by the confluence of hegemonic discourses and strategies of resistance.
Analyses of school textbooks and traditional pedagogical practices reveal mechanisms of
exclusion and stereotypes, in contrast to innovative proposals oriented towards interculturality,
which integrate ancestral knowledge and participatory methodologies. In this sense, the
prevailing need to update teaching materials and to promote continuous training in intercultural
competences is highlighted, with a view to establishing a ‘pedagogy for encounter’ that
facilitates inclusion and intercultural dialogue.
Descriptors: cultural identity; education and culture; intercultural education. (Source: UNESCO
Thesaurus).
RESUMEN
La identidad cultural es uno de los pilares fundamentales en el proceso de ciudadanía. Se
planteó como objetivo analizar la identidad cultural en escolares colombianos desde una
revisión de literatura. Se realizó una revisión cualitativa narrativa, reuniendo y comparando los
aportes teóricos y empíricos de 25 trabajos científicos. La revisión evidencia que la
construcción de la identidad cultural en el ámbito escolar colombiano es un proceso complejo y
multidimensional, caracterizado por la confluencia de discursos hegemónicos y estrategias de
resistencia. Los análisis de textos escolares y prácticas pedagógicas tradicionales revelan
mecanismos de exclusión y estereotipos, en contraste con propuestas innovadoras orientadas
a la interculturalidad, que integran saberes ancestrales y metodologías participativas. En este
sentido, se destaca la necesidad imperante de actualizar materiales didácticos y de fomentar la
capacitación continua en competencias interculturales, con miras a instaurar una "pedagogía
para el encuentro" que facilite la inclusión y el diálogo intercultural.
Descriptores: identidad cultural; educación y cultura; educación intercultural. (Fuente: Tesauro
UNESCO).
Received: 07/01/2025. Revised: 01/02/2025. Approved: 7/02/2025. Published: 01/04/2025.
Review articles section
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
Identidad cultural en escolares colombianos
Cultural identity in Colombian schoolchildren
Gustavo Adolfo Jarava-Acosta
2
INTRODUCTION
Cultural identity is one of the fundamental pillars in the process of personal development and
citizenship, with greater incidence in social contexts characterised by ethnic and cultural
diversity, as in the case of Colombia, the school must transcend the simple transmission of
knowledge, being, therefore, a privileged place for the establishment of processes that build
belonging and the reaffirmation of identity (Cintora, 2011; Herrera, Díaz & Suaza, 2003).
In the Colombian scenario, which reveals a historical heritage in the shadow of colonisation,
forced displacement and the mixing of cultures such as Afro-descendant, indigenous and
mestizo, it is necessary to investigate how the formal education process impacts on the process
of constructing cultural identity in students. Thus, textbooks, pedagogical discourses and
curricular practices can either promote inclusion or reproduce mechanisms of exclusion and
segregation (Castillo, 2009; Tenorio, 2011); numerous studies demonstrate this (many of which
share an analytical framework developed by US scholar Christine Sleeter, who, along with
others, also clarified how discourses and guidance of multicultural education have permeated
the educational landscape, but have still developed alongside the maintenance and
legitimisation of racism).
Therefore, this literature review aims to reveal important aspects present in the studies and to
point out guidelines for reshaping more inclusive educational practices with a plural cultural
identity. The relevance of the study around cultural identity within the academic environment
comes not only from its relationship with educational performance and social cohesion, but also
from the possibility of impacting on the construction of citizenship and the transformation of
realities of historical marginalisation (García, 2003; Rojas & Araque, 2021).
The review of empirical and theoretical studies allows us to recognise specific tensions between
hegemonic discourses and strategies of resistance that appear in contexts of cultural diversity.
In this way, the need has been realised to show critical perspectives that problematise the
processes of "normalisation" of certain knowledge and, at the same time, to show strategies that
make it possible to integrate diverse perspectives into the school curriculum (Hurtado &
Castellanos, 2020; Giraldo & Taborda, 2020).
This review is based on literature that critically examines, in various ways, how the "other" is
represented in textbooks and pedagogical discourses, as exemplified by Almeida & Ramírez
(2011) who show how textbook illustrations can reproduce stereotypes and reductionist views
that students have of Afro-Colombians, while studies such as Arroyo & Agurto (2021) advocate
the need to move towards didactic strategies that strengthen a true and plural cultural identity.
Similarly, other authors have used the concept of cultural identity construction in pedagogical
interaction with family and community (Rodríguez-Cruz, 2020; Pincheira-Muñoz, 2021).
Therefore, in the first place, this literature review is fundamental to enter into the knowledge
already generated on the construction of cultural identity in Colombian schoolchildren,
identifying in turn the strengths and limitations of the way in which this topic has been treated in
the research reviewed. Thus, this article seeks to: a) describe the conceptual and empirical
overview of how cultural identity is framed in the school environment, b) characterise the
methodologies used in the studies reviewed, and c) analyse the pedagogical implications
derived from these studies for education in Colombia.
Therefore, it becomes essential to be part of the discussion on what it means to be inclusive
and how cultural diversity should also be part of the educational programme. As education
policies have alternated between homogenisation and recognition of diversity, it is necessary to
analyse the construction of discourses that shape students' cultural identity. These discourses
have evolved around the world to respond to new challenges, especially in the context of
globalisation and the prevalent interdependence of educational processes globally, including
that of migration, digitalisation and multiculturalism (Rodríguez, Cruz, Naranjo & Torres, 2020;
Subero & Esteban-Guitart, 2020).
This indicates the need for a reconceptualisation of pedagogical practice, integrating traditional
knowledge and intercultural dialogue as a means to strengthen a rich and diverse cultural
identity (Leiva-Miranda, Rambaud-Almanza & González-Arismendi, 2024). Thus, it emphasises
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
Identidad cultural en escolares colombianos
Cultural identity in Colombian schoolchildren
Gustavo Adolfo Jarava-Acosta
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the importance of integrating critical theories and innovative methodologies capable of paving
the way beyond the shortcomings of reductionist models of analysis of the existing theoretical
landscape, while taking into account the complexity of cultural identity formation itself in
educational settings.
Therefore, the research objective was to analyse the cultural identity of Colombian
schoolchildren based on a review of the literature.
METHOD
This article is presented as part of a qualitative narrative review, bringing together and
comparing the theoretical and empirical contributions of 25 scientific papers. The selection of
this design is justified by the need to understand in depth the multiple dimensions that constitute
cultural identity in the school context, from discourses in educational texts to pedagogical
practices in the classroom (Buitrago-Bonilla, 2020; Soria, 2020).
A literature search was conducted in academic databases and institutional funds, using
keywords such as "cultural identity," "Colombian schoolchildren," "intercultural education,"
"school text" and "pedagogy of diversity". Studies published in indexed journals were included,
as well as additional scholarly work applicable to the topic, prioritizing those developed in the
Colombian context. We also included research that, despite not being directed exclusively to the
Colombian context, provided useful theoretical and methodological frameworks for analysing
cultural identity in educational contexts (Díaz-Sánchez, 2015; Laura, 2020).
To maintain relevance and quality in the selected studies, the following inclusion criteria were
adopted:
a) Literature that focuses on the construction and/or representation of cultural identity in
the school context.
b) Studies carried out in Colombia or, in the case of international studies, with direct
implications in the Colombian educational context.
c) Peer-reviewed articles and theses in academic journals and university repositories.
d) Papers containing analysis of school texts, pedagogical discourses and/or didactic
strategies guided by interculturality and inclusion.
The exclusion criteria were:
a) Journals that do not offer a substantial theoretical and/or empirical angle on cultural
identity.
b) Works that situate educational contexts unrelated to the Colombian reality without
dialogue with the categories of interculturality or diversity.
c) Studies with poor methodology or inadequate evidence to support their results.
The selection of 25 studies was carried out in two phases: first, a review of titles and abstracts
to identify relevant papers, and then a full review of the selected texts. The following tasks were
carried out in this process:
First, a list of articles, theses and academic literature dealing with the topic was compiled. Some
documents linked to the topic are Almeida & Ramírez (2011), Arroyo & Agurto (2021), Castillo
(2009), Cintra (2011), Díaz-Sánchez (2015) and others that have been fundamental for the
different processes of drafting the discussion on cultural identity in the school space.
The studies were evaluated in terms of their methodological soundness, clarity of theoretical
orientation and coherence of empirical analysis. Great effort was put into the theoretical
underpinning of the articles, as well as the validity of the evidence provided, discarding those
studies that presented considerable methodological weaknesses or offered a superficial
representation of the ethnographic phenomenon.
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
Identidad cultural en escolares colombianos
Cultural identity in Colombian schoolchildren
Gustavo Adolfo Jarava-Acosta
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The studies reviewed were classified according to common themes in the data analysis
process, highlighting their contributions to representation in school texts and institutional
discourses; pedagogical practices; and strategies of cultural resistance. This classification
allowed for the organisation of the presentation section of the review in a logical and
methodological manner.
The results were synthesised for each thematic group, identifying convergences and
divergences in the literature. By establishing a dialogue between the various studies, theoretical
advances and remaining gaps in knowledge have been highlighted. This synthesis has been
fundamental not only to integrate existing contributions, but also to present recommendations
for future lines of research and pedagogical practice in Colombia.
The review process was conducted following ethical research principles to ensure proper
citation and acknowledgement of the sources consulted. However, it should be noted that there
are some intrinsic limitations that may affect the validity of the study. First, although there are
studies that have addressed aspects of cultural identity among Colombian schoolchildren, they
are few, so some of the current theoretical or methodological approaches have not been
explored.
RESULTS
The review is organised into different sections that address the main dimensions in which the
study of cultural identity in Colombian schoolchildren has been articulated. Each section
analyses both theoretical contributions and empirical evidence, allowing for a reflective
understanding of the existing dynamics in the educational context:
Contextualisation of cultural identity in Colombia
Colombia is a country characterised by a remarkable ethnic and cultural diversity, where
indigenous, Afro-Colombian and Raizal communities coexist with a mestizo majority that has
assimilated influences from different origins (García, 2003; Laura, 2020). This cultural mosaic is
reflected in social practices, traditions and, of course, in the educational sphere. In this sense,
the school is thus presented as a scenario in which multiple discourses on identity come into
play, some of which may reinforce stereotypes or, on the contrary, promote the recognition of
diversity.
Therefore, the recognition of this plurality is fundamental to understand the tensions that exist in
the construction of cultural identity in the classroom, being important to study the importance of
integrating diverse perspectives in the school curriculum, so as to promote an inclusive and
respectful vision of cultural differences (Arroyo & Agurto, 2021; Hurtado & Castellanos, 2020),
this integration poses a challenge for educators, who must balance official discourses with the
socio-cultural realities of their students.
In this way, the formation of cultural identity in Colombia cannot be separated from its history,
marked by processes of colonisation, exclusion and, in some cases, forced displacement,
accompanying this epistemic position, Tenorio (2011) shows that schooling has had a double
impact: on the one hand, it has served to integrate diverse social groups into the national fabric,
but on the other, it has contributed to the loss or distortion of their own cultural identities, in this
sense, the need to reconfigure the educational discourses that have historically privileged a
homogeneous vision of national identity arises.
On the other hand, the analysis of school texts from a historical perspective allows us to identify
how narratives have been constructed that have sometimes marginalised or made invisible the
cultural contributions of certain groups (Almeida & Ramírez, 2011; Herrera, Díaz & Suaza,
2003). Thus, the study of cultural identity becomes a tool to question power structures and to
promote a pedagogy that recognises and values diversity.
The representation of cultural identity in school texts
One of the most studied aspects in the literature is the representation of cultural identity through
school textbooks, both in written content and in illustrations and graphic resources, to which
Almeida & Ramírez (2011) highlight that the images present in textbooks can reproduce
Revista Multidisciplinaria Perspectivas Investigativas
Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
Identidad cultural en escolares colombianos
Cultural identity in Colombian schoolchildren
Gustavo Adolfo Jarava-Acosta
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stereotypes and simplified visions of cultural reality, especially with regard to the representation
of the Afro-Colombian, these representations not only have aesthetic implications, but also
shape perceptions and attitudes that are transferred to the classroom.
The analysis of illustrations in Social Studies textbooks for primary education, in this order,
reveals how certain visual elements reinforce narratives that can be exclusionary or reductionist
(Castillo, 2009). In contrast, other studies point to the possibility of using school textbooks as
tools for inclusion, as long as their contents are critically reviewed and updated (Subero &
Esteban-Guitart, 2020).
In addition to images, written discourses in textbooks play a crucial role in the formation of
cultural identity; it can be argued that texts that present the nation as a monolithic entity can
contribute to the invisibility of the diverse cultural identities present in the country (Díaz-
Sánchez, 2015; Rodríguez-Cruz, 2020). On the other hand, the inclusion of stories, legends and
testimonies from diverse communities can favour the construction of a more complex and plural
identity.
In this order, approaches such as those of Rodríguez et al. (2020) have shown that the
incorporation of narrative elements that reflect oral traditions and ancestral knowledge in the
curriculum can have a positive impact on students' self-esteem and sense of belonging; this
approach, known as interactive education, is based on the idea that meaningful learning is
enhanced when the experiences and knowledge of each cultural group are integrated
(Rodríguez et al., 2020).
The role of the school in the formation of cultural identity
The school, as a social institution, plays a determining role in the configuration of cultural
identity, and educational policies in Colombia have historically oscillated between the
centralisation of a hegemonic discourse and the incorporation of intercultural approaches;
however, despite advances in regulations, there are still pedagogical practices that favour the
exclusion of diverse cultural knowledge and experiences (Arroyo & Agurto, 2021; Hurtado 6
Castellanos, 2020).
In this sense, the position of various authors suggests that a transformation in teacher training is
essential to achieve a substantial change in the way cultural identity is addressed in the
classroom. Training in intercultural education, valuing teaching-learning processes based on
experience and the inclusion of participatory methodologies are some of the strategies
proposed to strengthen the cultural identity of schoolchildren (Leiva-Miranda, Rambao-Almanza
& González-Arismendi, 2024).
Teaching strategies for cultural inclusion
In recent years, teaching strategies have been proposed to promote the recognition and
appreciation of cultural diversity in the classroom, for example, the use of active and
participatory methodologies allows students to recognise their own roots and those of their
peers, facilitating an intercultural dialogue that enriches the learning process (Rentería & Jara,
2023; Rojas & Araque, 2021).
On the other hand, an outstanding strategy is "pedagogy for encounter", which seeks to
transform the educational experience based on the recognition of otherness and the inclusion of
practices that promote respect and empathy among students (Leiva-Miranda et al., 2024), this
approach not only affects the curricular content, but also the way in which classroom
interactions are developed, contributing to the resignification of cultural identity within a
framework of equality and social justice.
Coloniality in school discourse
An important line of literature focuses on the tensions between discourses of coloniality and
practices of resistance that emerge in the school environment, where the colonial legacy has left
a deep imprint on the way in which cultural identity is conceptualised and transmitted in
Colombia. According to Hurtado & Castellanos (2020), institutional discourses often reproduce
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
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hierarchies that position certain knowledge and practices as superior, to the detriment of those
coming from historically marginalised communities.
Therefore, the critical analysis of school texts has revealed how certain narratives reinforce
stereotypes and exclusions that hinder the affirmation of a plural and authentic cultural identity;
this phenomenon is particularly evident in the representation of Afro-Colombian and indigenous
communities, whose contributions and knowledge have traditionally been relegated to the
background (Almeida & Ramírez, 2011; Turra-Díaz, Lagos-Pando & Valdés-Vera, 2018).
Strategies of resistance and cultural revalorisation
In contrast to hegemonic discourses, the literature also documents various resistance strategies
that seek to reclaim cultural diversity and promote a more inclusive vision of identity. In this
sense, self-education and the integration of ancestral knowledge are presented as fundamental
tools for rescuing and strengthening the cultural identity of students (Giraldo & Taborda, 2020;
Laura, 2020).
On the other hand, the work of Pincheira-Muñoz (2021) highlights how the incorporation of
content that reflects the cultural diversity of immigrant students can contribute to the
construction of an identity that recognises and values the plurality of experiences. Likewise,
initiatives that promote interculturality in the classroom have shown positive results in terms of
inclusion and social cohesion, favouring the resignification of cultural identity in contexts of
diversity (Rentería & Jara, 2023; Zambrano-Acosta, 2020).
Likewise, interactive pedagogy is configured, in this sense, as an approach that allows
transforming power relations in the classroom, promoting spaces for dialogue and collective
construction of knowledge, this perspective recognises that meaningful learning is strengthened
when personal experiences and collective knowledge are integrated, generating an environment
in which cultural identity is enriched through the encounter with diversity (Rodríguez, Cruz,
Naranjo & Torres, 2020).
Methodological innovations in teacher training
The current literature review highlights the need to innovate in teacher training, orienting
pedagogical practice towards approaches that value cultural diversity. In this sense, training in
participatory methodologies, the integration of information and communication technologies
(ICT) in the teaching-learning process, and the strengthening of intercultural competencies are
some of the strategies proposed to transform the role of the educator (Buitrago-Bonilla, 2020;
Rojas & Araque, 2021).
In addition to the above, it is conceived that the training process should go beyond the mere
transmission of academic content, encompassing the development of skills that enable teachers
to recognise and value the different cultural manifestations present in the classroom. In this
sense, pedagogy for encounter is presented as an innovative approach that favours the
construction of a shared cultural identity, promoting dialogue and cooperation between students
from different backgrounds (Leiva-Miranda et al., 2024).
Incorporation of traditional knowledge and community practices
Another important aspect identified in the review is the need to incorporate traditional
knowledge and community practices into the school curriculum. In this sense, the contribution of
authors has shown that the inclusion of cultural elements specific to the communities, such as
traditional dances and oral narratives, enriches the educational process, contributing to the re-
signification of identity (López, 2021; Rentería & Jara, 2023).
In this order, the integration of these practices not only favours the recognition of diversity, but
also promotes a sense of belonging and the valuing of each group's own history and culture.
Thus, the school becomes a space for encounter and dialogue, where differences are
articulated and collective knowledge is built, reflecting the cultural richness of the country
(Cintra, 2011; Zambrano-Acosta, 2020).
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Multidisciplinary Journal Investigative Perspectives
Vol. 5(2), 1-10, 2025
Identidad cultural en escolares colombianos
Cultural identity in Colombian schoolchildren
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Challenges and opportunities in the implementation of interculturality
Despite advances in regulations and educational theory, the practical implementation of
interculturality in Colombian schools faces significant challenges, including resistance to
changes in traditional curricular structures, insufficient teacher training in intercultural
approaches and limited resources to implement innovative initiatives (Arroyo & Agurto, 2021;
Castillo, 2009).
However, these challenges also open up opportunities to rethink and redesign educational
strategies that respond to the needs of a society in constant transformation, in this order, the
construction of collaborative networks between educational institutions, communities and
government entities is presented as a promising way to promote structural changes in the
education system, aimed at strengthening the cultural identity of students (Rodríguez-Cruz,
2020; Subero & Esteban-Guitart, 2020).
Final reflections
Based on what has been scrutinised in the review, it is suggested that the transformation of
cultural identity in the school context involves a multidimensional process that encompasses
both the revision of content and the reconfiguration of pedagogical relationships. Among the
practical implications, the following stand out:
a) Revision of school textbooks: It is essential that textbooks undergo updating processes
that include diverse perspectives and reflect the country's cultural richness. The
inclusion of narratives that value ancestral knowledge and the experiences of
historically marginalised groups is essential to avoid the reproduction of stereotypes
(Almeida & Ramírez, 2011; Castillo, 2009).
b) Continuous teacher training: Teacher training should be oriented towards the
development of intercultural competences, which includes not only theoretical
knowledge but also the practice of didactic strategies that promote dialogue and
inclusion in the classroom. Training and refresher programmes focused on interactive
pedagogy and "pedagogy for encounter" are fundamental to this process (Leiva-
Miranda et al., 2024; Rojas & Araque, 2021).
c) Fostering community participation: The active involvement of communities in the
educational process allows cultural identity to be built collaboratively. The integration of
activities that involve families, cultural leaders and local organisations favours the
creation of spaces for dialogue and the strengthening of community ties (Rodríguez-
Cruz, 2020; Pincheira-Muñoz, 2021).
d) Development of inclusive policies: Education policies must be articulated with a real
commitment to interculturality, ensuring that curricular reforms and educational
programmes respond to the needs and particularities of the country's cultural diversity.
This commitment implies a constant review of institutional practices and the
implementation of evaluation mechanisms to measure the impact of intercultural
initiatives (Hurtado & Castellanos, 2020; Soria, 2020).
Corresponding to the above, it should be noted:
It is evident how certain mechanisms of exclusion and the persistence of hegemonic discourses
can limit the full expression of cultural diversity. On the other hand, resistance strategies and
interculturally oriented pedagogical proposals show the transformative potential of education,
insofar as they promote the resignification of identity and the strengthening of a sense of
belonging among students.
The integration of ancestral knowledge and the critical revision of school texts are central to the
transformation of the educational process. The construction of a cultural identity that recognises
and values the plurality of experiences and knowledge is an objective that requires the
commitment of teachers, institutions and communities. In this sense, continuous teacher
training, the active participation of the community and the implementation of inclusive policies
are essential elements in order to move towards an education that responds to the demands of
a diverse and constantly changing society.
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Multidisciplinary Journal Investigative Perspectives
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Likewise, reflection on cultural identity in the school environment invites us to rethink teaching-
learning models, promoting an interactive and participatory pedagogy that places the student at
the centre of the educational process. The transformation of teaching spaces into environments
that favour dialogue, criticism and the exchange of knowledge represents a challenge and, at
the same time, an opportunity to build a future in which cultural diversity is recognised and
celebrated as a fundamental value.
CONCLUSION
The review shows that the construction of cultural identity in the Colombian school environment
is a complex and multidimensional process, characterised by the confluence of hegemonic
discourses and resistance strategies. Analyses of school texts and traditional pedagogical
practices reveal mechanisms of exclusion and stereotypes, in contrast to innovative proposals
oriented towards interculturality, which integrate ancestral knowledge and participatory
methodologies. In this sense, it highlights the urgent need to update teaching materials and
promote continuous training in intercultural competencies, with a view to establishing a
"pedagogy for encounter" that facilitates inclusion and intercultural dialogue. Likewise, the active
participation of the community and the development of inclusive educational policies are
decisive elements in reconfiguring the dynamics of teaching-learning, contributing to the
formation of a critical and plural citizenship.
FUNDING
Non-monetary
CONFLICT OF INTEREST
There is no conflict of interest with persons or institutions involved in research.
ACKNOWLEDGEMENTS
To the teachers, researchers and community leaders who, through their active participation and
experience, enriched with their work new paths for the implementation of inclusive and
pluralistic education policies.
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