To do this, we start from the Global Citizenship Education approach, where the creation of
alternative curricular materials and activities support our appropriate methodological tool to capture human dialogical constructivist cohesion between different local educational agents: the students, the families, teachers, institutions and the media.
He did acknowledge, however, that teachers should be aware of
curricular alternatives (e.g., instructional
materials and programs) that could be used in instruction and that they should tailor the
materials to specific students based on relevant attributes such as «conceptions, misconceptions, expectations, motives, difficulties, or strategies» (Shulman, 1987, p. 17).