Pedagogical practices and social imaginaries in the construction of children's cultural identity in border contexts - Documentary review

Abstract

This review article examines the main research trends and theoretical contributions related to social imaginaries, intercultural pedagogical practices at the preschool level, identity construction, and education in border contexts. The study is based on a bibliographic and bibliometric review of publications indexed in the Scopus database during the period 2020–2025. The results demonstrate the growing relevance of these categories in contemporary educational research, especially in settings characterized by human mobility and cultural diversity. Among the predominant trends are the interpretation of social imaginaries as a way to understand community realities, the reinterpretation of pedagogical practices from a critical intercultural perspective, the conception of identity as a social and relational construct, and the consideration of border education as a space of encounter and opportunity. Finally, the article emphasizes the need to move toward a contextualized intercultural pedagogy capable of recognizing diversity as a source of learning, cohesion, and social transformation.