Intercultural education and the role of play in Brazil and Portugal in Early Childhood Education analyzed trough teachers’ perceptions and children’s experiences

Abstract

This article, conducted under the Erasmus Mundus Joint Master’s Degree in Play, Education, Toys, and Languages, explores the role of play in promoting interculturalism in two preschools in Lisbon and São Paulo. Through teachers' and pedagogical coordinators perceptions and children's play experiences, it examines the impact of Intercultural Education, which has emerged in response to globalization and increasing cultural diversity. The research will deal with what educational pedagogy should do, to address the complex heterogeneity and multilingualism in classrooms, such as recognizing children’s cultures to improve their performance and may foster respect for others. The theoretical framework draws on the concepts of culture, interculturalism, and play in Early Childhood Education. The paper will work on belonging to a cultural community, and what education must avoid or attract. For example, play, as a tool for communication, where children navigate cultural meanings and could adapt to diverse contexts. Using an interpretive paradigm, the research analyzed teacher interviews and classroom observations, emphasizing the educational value of play as an integrative force in two culturally diverse cities, Lisbon and São Paulo. The findings suggest that intercultural education can reduce inequalities and promote respectful dialogue, and advocate for flexible curricula and teacher training to support intercultural pedagogies in early childhood education.