Cultural diversity and equal opportunities in school
Research project that in 2016-2018 has analyzed the policies and actions carried out in Catalonia to address and incorporate cultural diversity in primary schools.
The research team, made up of 15 researchers, 13 from GRASE, one from GECIEC and a researcher from GREDI, carried out an economic and sociological analysis, a documentary study whose general objectives were:
Methodology
First phase
To have the curricular and legislative framework that regulates the attention to the cultural diversity and the inclusion in the Catalan schools.
Second phase
Identify the actions carried out in infant and primary education centers. Describe relevant experiences to improve educational opportunities by contributing to their educational success.
Third phase
Analyze in depth the existing relationships in a sample of infant and primary education centers distributed throughout the Catalan geography.
Documentary study and economic and sociological analysis through surveys of the management teams of the educational centers with which it has been possible to know the actions carried out and the perception regarding them.
545
made to directors and heads of study
11
Public and private educational centers of the four representatives of the whole territory:
Pia Sant Antoni School, Griselda Schools, Urgell School, Màrius Torres School, Misericòrdia School, Joan XXIII School, Pinyana School, Jaume Vicens Vives School
Conclusions
Multilevel connection with agents and resources in the environment. They can be public or private.
They can be spaces, training, resources.
These are relationships that can enter the school or be the place where the school goes.
Learning processes are developed.
Collaboration and coordination between public services (social, educational, health). Coordination between programs and resources to try to meet in an integrated way not only the educational needs but also the basic needs.
A variety of didactic strategies and non-significant curricular adaptations are developed: project work, cooperative learning, networked projects, corners and environments, participatory assessment, translingualism, multiple intelligences approach, emotional skills, reading sponsors, spaces ecological, artistic activities, school reinforcement “taxis”, etc.
Involvement of families not only in curricular educational activities.
At school, family needs are identified and detected.
They are the first scenario of satisfying these needs through information, guidance or training (formal and non-formal).
The family is often the link between the cultural / ethnic / religious minority community and the first socializing entity of the host society.
Agent of civic socialization in foreign families.
In Catalonia, although it is an urban phenomenon, there is an active process of distribution in rural areas, as is the case of the province of Lleida.
It is proposed that there be reception plans for all families, not just migrants or those from minorities.
There are several actions that maintain comparable patterns, either the type of center or the percentage of the population of foreign origin.
There is a training offer for professionals who focus on the cultural aspect.
Lead researcher
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cdmon
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cdmon2020-01-16 12:09:192022-07-04 12:29:46Assumpta Aneas Álvarez
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