Challenges Faced By Teachers in Dealing with Cultural Diversity among Sixth-Grade Students at Primary School No. 8/Soyo

Abstract

This article investigates the difficulties faced by teachers when dealing with a multicultural school environment. The overall objective of the research is to analyze the main challenges encountered by teachers during their work in contexts of cultural diversity. To theoretically support the analysis, a literature review was conducted, deepening the theoretical and methodological foundations that underpin the relationship between teaching practice and cultural diversity. The research adopts a descriptive character, with a mixed approach, allowing a comprehensive view of the topic. The data collection instruments include interviews with members of the school administration and questionnaires administered to teachers, containing open and closed questions. The results obtained show convergent and divergent points on the impact of cultural diversity on teaching practice, highlighting the need to understand that each cultural and social construct has its own dynamics, influencing teaching and learning processes. Thus, the importance of teachers deepening their methodological procedures and pedagogical strategies is reinforced, promoting more inclusive teaching adapted to the multicultural reality of the school.