Resumo

GUZMAN SERAQUIVE, Jomar Elizabeth; CRESPO CASTILLO, Octavio Segundo; DELGADO LLIVISACA, Karla Cecibel  e  ANDRADE DAVILA, Silvia Lorena. Children's rights in early childhood education: interculturality, inclusion, and teacher perceptions of effectiveness. Revista InveCom [online]. 2025, vol.5, n.1, e501075.  Epub 11-Dez-2024. ISSN 2739-0063.  https://doi.org/10.5281/zenodo.11671705.

The article examines children's rights in the intercultural and inclusive approach. A bibliographic review of 20 articles and international and national regulations published in indexed journals was carried out. In addition, a survey was applied to 20 teachers to interpret their knowledge and perception of the effectiveness of these policies. The results indicate that, although significant progress has been made in promoting intercultural and inclusive education, significant barriers remain, such as lack of resources and training. The laws that stand out the most, both among authors and respondents, include the Convention on the Rights of the Child and the UNESCO Declaration on Inclusive Education. At the local level, the Organic Law on Intercultural Education and the Organic Code on Children and Adolescents are fundamental. Teachers have a crucial role to play in the implementation of these policies, and their perception is generally positive, but they underline the need for greater support to overcome existing challenges.

Palavras-chave : children's rights; early education; interculturality.

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