Los Centros de Educación Permanente para personas adultas (CEPER) han experimentado un incremento de migrantes sin conocimiento de español, creando nuevas necesidades didácticas y metodológicas. En este artículo se analizan los datos obtenidos a partir de un cuestionario dirigido a los docentes de educación permanente de Huelva y su provincia, con la finalidad de detectar las necesidades metodológicas específicas. El estudio cualitativo de los contextos observados evidencia deficiencias, debido al déficit de formación inicial del profesorado y de materiales adaptados a las características particulares del alumnado. Asimismo, se observa una falta de atención específica en cuanto a aspectos socioculturales que favorezcan su integración social. El artículo concluye con una reflexión sobre los aspectos fundamentales para el desarrollo de metodologías activas y el uso de materiales multimodales que puedan favorecer la atención al migrante de manera eficaz y significativa. ABSTRACT Adult Continuing Education Centers (ACEC) have experienced an increase in the number of migrants without knowledge of Spanish, creating new didactic and methodological needs. This article analyses the data obtained from a questionnaire addressed to continuing education teachers in Huelva and its province, with the aim of detecting specific methodological needs. The qualitative study of the contexts observed shows serious deficiencies, due to the shortage of training and materials adapted to the particular characteristics of the students. There is also a lack of specific attention to socio-cultural aspects that could support their social integration. The article concludes with a reflection on the fundamental aspects for the development of multimodal materials that can improve the attention to migrants in an effective and meaningful way.
Adult Continuing Education Centers (ACEC) have experienced an increase in the number of migrants without knowledge of Spanish, creating new didactic and methodological needs. This article analyses the data obtained from a questionnaire addressed to continuing education teachers in Huelva and its province, with the aim of detecting specific methodological needs. The qualitative study of the contexts observed shows serious deficiencies both in the implementation of multiliteracies and in the use of multimodal resources, due to the shortage of training and materials adapted to the particular characteristics of the students. There is also a lack of specific attention to socio-cultural aspects that could support their social integration. The article concludes with a reflection on the fundamental aspects for the development of multimodal materials that can improve the attention to migrants in an effective and meaningful way. profesorado de centros de adultos, migrantes; multiliteracidad, multimodalidad
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