Teacher preparation to strengthen the cultural identity of primary education

Abstract

The article addresses the need to prepare primary school teachers to strengthen cultural identity, given the gap between regulatory intentions and educational practice. The research, grounded in the dialectical-materialist approach, employed theoretical methods (historical-logical, analytical-synthetic, inductive-deductive) and empirical methods (document analysis, class observation, and survey) with a sample of 22 teachers from the Ernesto Guevara de la Serna primary school in Santa Clara. The diagnosis revealed insufficiencies in the theoretical-conceptual dimension (limited local knowledge), the methodological-didactic dimension (lack of integrative tools), and the experiential-practical dimension (insufficient school-community link). Accordingly, a system of activities structured into three interrelated subsystems is proposed: the first for awareness-raising and conceptual construction; the second for creative didactic tools for the classroom; and the third for community linkage and sustainability. The system is based on the principles of systematicity, contextualization, and experiential participation. It is concluded that this system constitutes a practical and viable contribution to transforming teacher preparation, promoting the preservation of historical memory and national pride in new generations, provided that it is contextualized to the particularities of each educational institution.