Abstract
This work is part of the recently defended doctoral thesis. Its objective was to analyse the educational practices of History, Geography and Social Sciences teachers in multicultural classrooms in Chile, 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 centres. The methodology was a qualitative approach, through a case study, using in-depth interviews and non-participant observations. The results show that even though 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.
Author Information
Rodrigo Cid Cifuentes, University of Barcelona, Spain
Paper Information
Conference: ECE2023
Stream: Learning Experiences
This paper is part of the ECE2023 Conference Proceedings (View)
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To cite this article:
Cifuentes R. (2023) Teaching History and Social Sciences in Multicultural Classrooms in Chile ISSN: 2188-1162 The European Conference on Education 2023: Official Conference Proceedings https://doi.org/10.22492/issn.2188-1162.2023.92
To link to this article: https://doi.org/10.22492/issn.2188-1162.2023.92
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