Cultural diversity in teaching practices in the humanities and social sciences planned by future primary school teachers

Abstract

This article proposes an early reflection on school inclusion, on the one hand, through the consideration of the issue of cultural diversity in Québec school´s curriculum and, on the other hand, through the modalities of didactic treatment of such diversity in the teaching of human and social sciences in primary education. We sought is to establish an outline of a conceptual framework that makes it possible to conceive a certain modeling of the didactic treatment of diversity in the teaching of such disciplines. Thus, after presenting a brief overview of the historical evolution of cultural diversity in Québec and its consideration in the formation programs of the Québec primary school, the article highlights three different visions of the didactic treatment of diversity in the teaching of human and social sciences (the self-evident, the juxtaposition view and the interactionist view) arising from the systematic analysis of teaching-learning situations developed by future teachers within the scope of a course on Didactics in human and social sciences for primary education.