ABSTRACT
The purpose of this paper is to examine the pedagogical potential of the funds of knowledge approach for the recognition of classroom cultural diversity. The article presents the outcomes of the study conducted in a socially and culturally diverse school context of the South of Chile and based on a pedagogical strategy of children's inquiry in their own “family knowledge”. The analysis of the experience is based on the interviews carried out with the teacher and the students involved. The study shows the positive impact of developing a teaching strategy centred in the children's inquiry into their own families’ knowledge. They had the opportunity to discover and value the knowledge produced in their family contexts, thereby strengthening ties. Furthermore, the interactions among schoolmates yielded another kind of relationship in the classroom, which favoured the cohesion and living together of the school community. The potential of funds of knowledge approach as a pedagogical proposal for intercultural education in Latin America is discussed.
KEYWORDS
intercultural pedagogy; inclusive education; funds of knowledge; Chile