This research centred on the detection and analysis of practical elements for teaching staff in relation tot he selection, use and organisation of intercultural teaching materials, recommended for the intercultural classroom.
The proposal considered different aspects: one the one hand evaluations and conclusions obtained as a result of the revision of a selected sample of teaching materials for use in the classroom (100 materials), and on the other their application in scenarios considered to be representative of multicultural reality. These scenarios were selected considering the combined elements of area immediately outside the educational centre (social and cultural), elements from the centre itself (for example the teaching experience of the staff) and elements related to the profile or schooling of the immigrant students (possible existence of school concentration or segration processes).
All these phases and arguments are oriented from the point of view of intercultural education and they accompany a section of proposals made up of measures for facilitating the use and organisation of the materials. The first results defence the teaching materials that are not neutral and for which it is necessary to consider both the content and the pedagogical sense that is intended for them, given that it is not recommendable to make either homogenised or indiscriminate use of them and they should be adapted to the needs and specific contexts in which they are used.