Descripción

Objective: to propose intercultural children’s literature as a way of promoting respect for cultural diversity and inclusion in transition students. Methodology: Constructivist paradigm, with qualitative approach, framed in pedagogical action research, from three phases: deconstruction, reconstruction, and evaluation of practice. The unit of analysis was 21 students. The techniques used for data collection were literature review and structured observation, and the instruments used were checklist and field diary. Results: In the intercultural pedagogical corner, significant learning related to the different cultures of the environment was developed. In addition, the literature designed had as an added value the experience of sharing in a pleasant way a certain space, where the value was given to be recognized as people without distinctions of social, ethnic, cultural or any other kind. Conclusions: The children strengthened and understood the importance of values such as justice, friendship, respect, unity, peace, love, tolerance, equality and harmony, which give logical meaning to respect for the diversity of characteristics that define the complex relationships that exist in the classroom due to customs, traditions or language differences.