This work is part of the recently defended doctoral thesis. Its objective was to analyze the educational practices of History, Geography and Social Sciences teachers in multicultural classrooms in Chile, in order to contribute to the improvement of student inclusion. This research was carried out in public schools in Santiago de Chile, characterized by having a great cultural diversity among their students, and its participants were the teachers of History, Geography and Social Sciences of said centers. The methodology was a qualitative approach, through a case study, using in-depth interviews and non-participant observations. The results show that despite the fact that teachers generate educational strategies that are close to some principles of the intercultural approach to teaching, many of their practices fail to reach it, and even their practices are carried out in the opposite way to what it should be from an intercultural approach, detecting training needs for multicultural contexts. This coincides with what different authors have reconsidered in recent years in their studies, that teacher training must be carried out from an intercultural approach to generate best teaching practices, and they also recommend strengthening the curricular development skills of schools, to allow contextualizing and adjusting study programs, so that they accommodate the requirements of each of the educational communities. In this way, future accompaniment and continuous training programs should be generated to help improve teaching practices.

Authors:
Rodrigo Cid, University of Barcelona, Spain

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00

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