Abstract
The challenges and contrasts of teaching practice in multi-grade schools with cultural diversity are presented, and the challenges and limitations experienced in these schools are identified. The impact of these institutions on the indigenous education system in Sinaloa is analyzed; using a qualitative approach, using an ethnographic case study in a multi-grade indigenous primary school in Sinaloa, the existence of cultural, political, and practical learning barriers is observed. Teachers face and accept the challenges of adapting to the intercultural school context, serving different grades in the same group, and a lack of teaching materials and adequate infrastructure to serve children. It is concluded that, despite the human right to education, access, permanence and academic progress in these schools are not assured due to the lack of necessary resources to guarantee the education of children in relation to the needs of each student and their context, even so, teachers at the Miguel Hidalgo y Costilla Indigenous Primary School in Sinaloa, face learning barriers, adapt and face problems of infrastructure, management, equipment, materials, the lack of their own curriculum and adequate training, to address equity, excellence, inclusion and in the context of social, cultural, linguistic and age diversity.
Presenters
María Azucena Caro DueñasProfesora Investigadora, Coordinación General de Investigación y Posgrado, Universidad Autónoma Indígena de México, Sinaloa, Mexico Ambar Varela
Investigadora Postdoctoral, Antropología, Universidad Autónoma Metropolitana - Unidad Iztapalapa, Mexico
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
Education and Learning Worlds of Differences
KEYWORDS
SCHOOLS, TEACHING, LEARNING, EDUCATION
