La educación intercultural en ciencias sociales, geografía e historiaevaluación de un programa de intervención en Educación Secundaria Obligatoria

Resumen

The new multicultural contexts require a redefinition of education that guarantees quality education for all, equal opportunities, equity and social justice. Ideal intrinsic to an intercultural education that values cultural diversity as wealth and normality and not as a difficulty or threat, especially when our society is multiethnic and multicultural. Already the latest education legislation refers to education by basic skills, which more or less successfully are being developed from different disciplines. However, in no way does intercultural competence be referred to as one more for the formation of active, supportive and critical citizens. Consequently, with expectations of contributing to minimize this problem that affects all disciplines, and especially Social Sciences, Geography and History by its social nature, we formulate as research hypotheses: With the design, implementation and evaluation of an intercultural intervention program, taking as a frame of reference the Geography curriculum of the third year of Compulsory Secondary Education and as the thematic axis Migratory movements in a globalized world, we will be able to develop and improve intercultural competence In its different levels: cognitive, affective and behavioral. This research hypothesis determines as a general objective: the validation of the program of intercultural intervention from the Geography curriculum of ESO 3 through the evaluative model CIPP (Context, Input, Process and Product). This objective is concretized in specific objectives systematized in four evaluative stages: Phase 1. Validation of the program through the performance and analysis of a diagnostic evaluation (context assessment). Phase 2. Validation of the program through the conduct and analysis of an input evaluation. Phase 3. Validation of the program through the performance and analysis of a process evaluation. Phase 4. Validation of the program through the conduct and analysis of a product evaluation. The conclusion of the diagnostic evaluation indicates that although the social perception towards the multiculturality of the participants is generally positive, there are prejudices and stereotypes that underline ethnocentric convictions. This situation is reproduced when estimating the perception of educational agents towards cultural minorities in the educational center, the educational commitment of participants to intercultural education and the involvement of educational agents in the intercultural encounter. In this line, the teachers of the area of Social Sciences, Geography and History participant bet on intercultural education but also evidence the obstacles presented for their praxis and even confirms some bias towards culturally minority students. The results of the diagnostic phase refer to an evaluation of the materialized input with the design and presentation of the intercultural intervention program: Migratory movements in a globalized world. This phase is complemented with a process evaluation that implies the application of the program and confirms that the program is guaranteeing in the participants both the development and / or improvement of intercultural competence in their cognitive, affective and behavioral fields, as well as the development and / Or improvement of scientific didactic principles in the area of Social Sciences, Geography and History (spatiality and temporality, conflict and consensus, change and continuity, intentionality and interdependence: multiple causality). Finally, the product evaluation confirms the program's feasibility by discovering the changes that are observed in the students participating in intercultural competence promoted by the program, confirming that there are statistically significant differences between the experimental group and the control group. Finally, the level of success and / or failure of the program indicates the positive evaluation that the participants make of the program.