PERSONALIZED TEACHING MATERIALS AS A TEACHING–LEARNING STRATEGY IN CONTEXTS OF CULTURAL AND LINGUISTIC DIVERSITY

Abstract

This article analyzes the use of personalized teaching materials as a strategy to promote teaching and learning in contexts of cultural and linguistic diversity. The research explores how these materials meet the needs of students from different backgrounds, fostering inclusion and engagement. Through a literature review and analysis of case studies, effective practices, challenges, and benefits are highlighted. A concrete example is a study conducted in a public school in São Paulo, where teachers developed bilingual booklets featuring stories and everyday situations of immigrant students, facilitating content comprehension and promoting a sense of belonging among students of different nationalities. The results indicate that culturally contextualized materials strengthen meaningful learning and educational equity, providing greater participation and valuing students’ identities. However, the implementation of these materials faces barriers such as limited financial resources for producing specific content and the lack of adequate teacher training. For instance, many teachers report difficulties adapting the curriculum due to insufficient training in inclusive pedagogical practices and restricted access to diversified teaching materials. The lack of teacher training not only hinders the creation of adapted materials but also limits their effective use in the classroom, directly impacting the potential for inclusion and student engagement.