Embera children’s stories: a strategy for the preservation of language and cultural identity in indigenous education

Abstract

This study focuses on the Embera Chamí Drua community, exploring how children’s literature, particularly stories, can strengthen cultural identity and the transmission of the native language among children. Adopting a qualitative approach, an ethnographic and action research design was used to better understand the school context and the sense of cultural belonging. The findings emphasize the importance of intercultural teacher training and the need for methods that promote the generational transmission of indigenous worldviews through children’s narratives. It was observed that both the school context and teacher training are crucial for developing a sense of belonging to the Embera Chamí children’s cultural identity. The conclusion highlights the urgency of implementing strategies and conducting further studies that contribute to the strengthening of the language and the preservation of the cultural identity and worldview of indigenous communities, demonstrating the relevance of children’s stories as educational and cultural tools.