(2266) PRE-SERVICE TEACHERS, EXPERIENCES WITH INTERCULTURALISM THROUGH THE CONSTRUCTION OF NARRATIVE FICTIONS

摘要

Teachers must always bear in mind that the aim of the school is to enable children to develop language learning (knowledge, attitudes and social representations related to languages and cultures) that will help them to play their role both in society as well as in the academic field, so that they can overcome the difficulties of the environment to be able to communicate with other people, and share cultural references. In order to accomplish it, it is convenient that pre-service teachers know how to do an analysis of the social situation that occurs in schools. In the Faculty of Education and Sport of Vitoria-Gasteiz, it is advocated that university students develop tools for conflict resolution and thus acquire skills that allow them to know how to act in a real classroom with children. For that reason, it is proposed to the students of the 2nd year to work in groups of 4 students. That work consists of the presentation of a case that addresses aspects related to interculturalism and plurilingualism in an elementary classroom. During the reflective and analytical process several doubts and dilemmas will arise (what is coexistence? Could this be defined as the absence of conflict? And what is a conflict? Is it always negative? Is it necessary to intervene in all kinds of conflicts? What kinds of conflicts can be managed from school? Which agents should be involved in the solution of such conflicts?; Can conflicts be prevented? Should the school have a plan of action? What internal, external agents can facilitate coexistence, conflict resolution?) and the students will have: 1 To be able to identify variables, factors and elements involved in the case elaborated, both in the classroom and in the school, through the construction of different hypotheses. 2 To collect information, and, as a result, the possible answers to the hypotheses elaborated to understand the situation raised in the case. 3 To create a digital group portfolio, where information about the individual and group process is presented. This methodology of cooperative learning promotes the autonomy, the curiosity and the active participation of the student since he has to decide what, how and when to study, that is, to set, propose and resolve the case. All this results in the motivation and commitment of the prospective teachers and they also emphasize the functionality of the work and the interest in carrying out the teaching intervention.