Abstract
The aim of this research was to analyse the process of co-designing classroom activities within a study group as the central methodological axis of the Funds of Knowledge and Identity (FKI) approach. The process began with identifying students’ Funds of Identity (FI) through three tools: identity drawing, a list of 10 definitions and a significant circle, applied to students from two primary school classes. The data collected were analysed by the study group to design classroom curricular activities. Five design sessions and one evaluation session were conducted. The results highlight that interdisciplinary reflection and teacher support are essential for the co-creation of activities that integrate disciplinary and curricular knowledge with students’ own knowledge and interests. Tools such as graphic presentations during sessions and flexible planning were appreciated since they facilitated connection and integration between different subjects. One important finding was the value that teachers placed on cross-curricular aspects such as socio-emotional, attitudinal and relational dimensions over academic content, while students showed motivation when their interests were taken into account.
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