Diversity in the Classroom: Inclusion Experiences of Emberá Katio Children in Bogotá Diversidad en el Aula, experiencias de inclusión de niños y niñas Emberá Katio en Bogotá

Abstract

This ethnographic research delves into the cultural and educational inclusion of Emberá Katio children in a school in Bogotá, considering the challenges arising from forced displacement, linguistic barriers, and cultural clashes. Through a qualitative approach with participant observation and semi-structured interviews with students, families, and teachers, five categories are identified: displacement and its impact on educational inclusion; linguistic barriers and intercultural bilingualism; worldview and intercultural pedagogical practices; community participation and cultural mediation; and public policies and institutional strategies. The findings highlight emotional and cultural obstacles, limited visibility of the Emberá language and cultural practices, and a gradual integration mediated by teaching and community support. It is concluded that inclusion is a complex dynamic process requiring comprehensive policies, intercultural teacher training, and the transversalization of ancestral knowledge in the curriculum to ensure plural and fair education, aligned with intercultural education and ethnoeducation approaches recognized internationally and normatively in Colombia (UNESCO, 2006; Fayad, 2021).