Intercultural education in the primary school education in Romania: ways to achieve and integrate it in curricular documents.
Intercultural education in the primary school education in Romania: ways to achieve and integrate it in curricular documents.

Students' perspective

Summary/Abstract: Intercultural education is unanimously recognized as one of the new dimensions of education. In Romania, in the 6th grade, students aged 12-13 years study a subject with this name, according to the curricular documents entered into force in 2017. At the same time,in various other subjects, especially from the socio-human area, numerous elements ofinterculturality are found in each educational cycle. Because in the primary schooleducation it lays the foundations of the later stages of formal education and personaldevelopment of the students, we were interested to see the support that this new dimension of this type of education benefits in the school curriculum from Romania. The results indicate a strong support for intercultural education from school subjects such as Religion,Personal Development, Social Education. This article includes the results of a research we conducted with the help of the survey based on a questionnaire, to identify how the students from the bachelor's degree specialization "Pedagogy of primary and pre-school education"relate to the possible ways of achieving and integrating the intercultural education in curricular documents at the primary school education. We wanted to identify the point of view of the students, the future teachers from primary school education, which is why the research was carried out at the end of the last year of their undergraduate studies. The conclusions show that there is a certain knowledge of the problem of the intercultural education at the primary school education, based on the university studies and the experience in the classroom, from the teaching practice or from the current activity of the students already working in education. However, we cannot fail to notice the significant differences between the points of view of those who have experience in teaching activity,including during high school education in a pedagogical high school, compared to their colleagues who have a much lower didactic experience.

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