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CULTURAL DIVERSITY AS AN ENRICHING FACTOR IN EDUCATION: SAMPLE IN A DIFFICULT PERFORMANCE SCHOOL

M.E. Augusto Fernández

CEIP Alcarria (SPAIN)
The learning process has changed a lot in recent years, with particular emphasis on the role of the student whose learning depends on his own interests, needs and motivations. This work comes up after a deep and serious thought about the current educational situation of the school project. In the same manner and capacity, the sociocultural aspects of the surrounding have been considered, a fact which serves to enhance the evolutive aspects as well as tapping from the available resource to foster the holistic and integral development of our pupils. The aim therefore, is to achieve as much as possible, a stress-free teaching and learning environment where personal and individualised attentions is the priority thereby maximising a pupil´s development in terms of intellectual, social and affective senses.

The student is no longer a receiver but a producer of his own knowledge. Moreover, the teacher's role is also important as it provides students with the support they need. The teacher, instead of a "transmitter" of knowledge, is a "facilitator" who provides educational materials and facilitates communication among students. At the same time, the classroom is where learning allows interaction between students and where the participation and collaboration are particularly relevant. In this regard, it is important to consider the use and introduction of new methodologies, seeking greater cohesion and cooperation through the development of social and civic competences in students. This task is extremely complex and, therefore, appropriate instruments are needed to plan the educational activity that takes place in the classroom. In this way, the quality and efficiency of the teaching and learning process will be improved.

In this sense, we have to adapt the student diversity into the specific educational context in which the learning process takes place. We must cater to different rates of learning and it should also be taken into account their interests and needs. It should be noted that the teacher's role is very important, highlighting its role of maintaining an attitude of initiative and coordination, and as the main driving force of the whole process. Within an inclusive model which main aim is to establish an interpersonal cooperation among all teachers and students, to ensure the academic success of each and every one of them, according to their specific needs. By the method established, the evaluation will give emphasis on understanding and application of acquired knowledge, and active participation and interest shown by students is fundamental, being continuous and summative throughout the whole process of teaching and learning. Primary Education stage is characterized by a focus on interaction with the environment and is particularly relevant where the participation and collaboration among all members of the educational community learning.