Abstract

Educating in and for diversity poses one of the greatest challenges in contemporary education that aims to be respectful of cultural diversity. This paper presents results of qualitative research that set out to design methodological guidelines for a phenomenology of intercultural initial education in the Venezuelan Amazon region. We approached the study of the social reality from the intersubjective link and the constructions of the subjects by using interviews and considering the social phenomenology proposed by Schütz. A methodological design allowed us to understand the socio-educational phenomenon being studied from a representation that is close to the reality lived by its protagonists and that was reflected in the categories of analysis that emerged, as well as their corresponding interpretations. This study is part of a broader research project that seeks to develop a theoretical approach to early childhood education in diverse socio-cultural contexts.