| Summary: | This article proposes to address the issue of early childhood education labelled as indigenous in the Casas de Pensamiento Indígena (CPI) in Bogotá. Using a multidisciplinary approach in educational sciences, this paper aims to explore how CPIs provide early education and care for young children, using ethnicity as a category of classification and institution (Douglas M., 2004). What does it mean for children themselves to be labelled as "indigenous" in their everyday care? The problem arises when both children and adults are classified only as indigenous and this changes everyday practices. We are particularly interested in the way in which the CPIs are institutionalised and justify their place alongside a very diverse offer of early childhood care and education in Bogotá. These axes of analysis show the complexity of the indigenous category in the everyday life of early childhood services, emphasising the plurality of interpretations of what they are and what it means to be a child in/of CPI, without proposing a simplifying and univocal vision, but rather a reflection on the appropriation of CPI by communities and their pedagogical proposal.
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