The intercultural teaching of History in a mixed class in the 6th Primary School, through the Interdisciplinary Unified Curriculum Framework, the Curriculum, the textbook and the views of the Teachers

The present qualitative research attempts to explore the intercultural direction of the Interdisciplinary Unified Curriculum Framework, the Curriculum, the 6th grade history textbook, the perceptions of the researcher and teachers about them, as well as the intercultural one. In conclusion, with regard to the objectives, the didactic methodology of the Interdisciplinary Unified Curriculum Framework, the Curriculum and the content of the textbook, there is a lack of multifaceted perspective, cultivating pluralistic interaction and focusing on traditional forms of assessment. Regarding the interviews of the teachers, the Greek-centric focus is recognized, the interactive utilization of New Technologies is not apparent, the dramatization and the role play are not used for historical empathy, the alternative forms of evaluation are not applied and the teachers in the expressions express a cognitive diversity management.