Social and cultural diversity in English teaching

Abstract

This study was conducted in a public school in Inhumas, with students whose academic
performance was unsatisfactory. We used this concept because they were below the stipulated
average. Our aim was to value the students' already acquired, but diverse, knowledge. The
collaborative approach appears as a mediator of the playful activities developed, games.
Interaction through games promoted an exchange of knowledge and the acquisition of new
experiences.