Взаимодействие в поликультурных классах Финляндии

Abstract

The article examines some aspects actualized in the Finnish school pedagogical system due to a significant increase in the number of migrant children. It took a rethinking of theoretical positions of pedagogy and the development of new cultural, psychological, ethno-identification methods in an inclusive school, which has been created in Finland in the last 10-15 years. The Finnish pedagogical community held meaningful discussions concerning, in particular, the following issues: a) understanding of culture, its aspects in relation to pedagogy, b) actualization of the ideas of anthropological pedagogy (K. Schmidt), c) using the "Vygotsky class" model. The article provides specific examples of teachers' pedagogical work in multiethnic classes. The conclusions represent the observations of Finnish teachers over the past 20 years in the complex process of the entire educational and pedagogical path (from elementary school to high schools). The research methods are review, critical and analytical, classification.