TEACHERS’ PERCEPTIONS OF MULTIGRADE INTERCULTURAL EDUCATION IN THE MEXICAN NORTHEAST

Abstract

This research applies to the Mexican educational context and focuses on the so-called multigrade modality. In this modality, students of two or more school grades share learning, the teacher, and the same classroom and are taught at the same time while remaining in their respective grades. The analysis presented describes and contrasts the concepts and realities derived from multiculturalism and intercultural education. The study uses the interpretative methodological paradigm with a qualitative approach and three categories: (a) multigrade (b) intercultural education, and (c) intercultural policy. The objective is to understand the perceptions of teachers regarding the implementation of intercultural education. Multigrade teachers were found to recognize that intercultural education is focused on indigenous groups. However, situations that foster intercultural education depend on the didactic elements used. When intercultural education is institutionalized, the original approach shifts, and a risk of falling in functional interculturalism exists during its implementation. Consequently, although teachers see detachment as part of the intercultural policy, they put into practice interculturalism by approaching and involving the community while socializing in school groups. Thus, teachers in multigrade schools make it possible for interculturality to be part of students’ learning in a didactic manner.