CAN WORK SOCIO-ENVIRONMENTAL ISSUES IN THE PRIMARY CLASSROOM? A STUDY WITH TEACHERS IN INITIAL TRAINING

O. Moreno-Fernández

University of Seville (SPAIN)
In recent years the world is being immersed in numerous changes that are affecting all areas of life. Changes to the education system has not been oblivious and those who are trying to adapt. Proof of this are the regulatory changes that have been taking place in recent decades. Changes have come to the classroom without an agreement of the company or the educational community. Another of those changes has been a recent change in the curriculum for joining the European Higher Education Area (EHEA) without the necessary updating of the curriculum in initial teacher training. One change that arises from the Teaching of Social Sciences is the work on relevant social and environmental issues, issues that for various reasons end up outside the educational context. This paper presents an educational experience with students who studying the subject Didactics of the Social Science in the Degree of Elementary Education. In this experience we propose to work and reflect on the following questions: Must the school include relevant and topical issues in the educational curriculum and work them in the classroom?, What do you think the future teachers to these issues?, What do you think future teachers on these issues?, What topics considered relevant to incorporate them into the curriculum and not currently treated?, What you think are the advantages and disadvantages they will face in their teaching to incorporate some traditional themes in their classrooms? The answer to these questions seems to be delicate, and this has been corroborated. The lack of agreement between what issues are relevant and which ones may or may not be at the stage of Primary have generated much controversy and debate that has led us to reflect on the role that teachers have initial training as teachers in this century.