Maria João HORTAS, CEG, Instituto de Geografia e Ordenamento do Território, Universidade de Lisboa, Portugal
The present communication intends to develop a critical reflexion about the representations on cultural diversity contexts and geographic education that professors responsible for teachers training, future primary teachers and primary teachers have.
Teachers initial training is still far from preparing them for the challenges of diversity school contexts. We aim to confront the perspectives of three different actors (professors, future teachers and primary teachers), furthermore, it is important to discuss options to change and put in action a geographic curriculum, facing cultural diversity.
In previous investigations, were identified differences between the school paths of native and migrant students. Frequently can be found pedagogical practices that “ignore” the presence of diversity, focusing in traditional curricular approaches, thought for homogeneous groups.
We can identify three different problems in the construction of the pedagogical relation and in the promotion of school success on diversity contexts: 1) difficulties in curriculum management attending cultural diversity; 2) lacks on teacher training for a better curricular management and integration the diversity; 3) acknowledgement of geographic learning potentialities in diversity contexts.
Methodological we gather a set of techniques to assemble and handle information, mobilizing three actors: 1) questionnaires for master students and professors of a college of teachers training; 2) written research projects by the master students in initial training within the topic of cultural diversity; 3) audio record of a world café, of master students; 4) questionnaires for primary teachers.
In sum, from a cross analyses of the information gathered, we aim to rethink the actual geographic curriculum and to propose the guidelines of a future geography curriculum in the initial teachers training, in order to respond to the proposals identified by different actors.
Mots clés : critical Geography|cultural diversity|initial teacher training|curriculum
A105029HM