FORMACIÓN INTERCULTURAL DE EDUCADORES: UN ESTUDIO REALIZADO EN BRASIL

• Autor(a) principal: Martínez-Otero Pérez, Valentin
• Data de Publicação: 2023
• Outros Autores: Paiva, Marlúcia Menezes
• Tipo de documento: Artigo
• Idioma: por; spa
• Título da fonte: Holos
• Texto Completo: http://www2.ifrn.edu.br/ojs/index.php/HOLOS/article/view/15148
• topic: Training, education professionals, perception, cultural diversity, interculturality; Formación, profesionales de la educación, percepción, diversidad cultural, interculturalidad; Formação, profissionais da educação, percepção, diversidade cultural, interculturalidade

This article is interested in education in contexts of cultural diversity and what is the perception of professionals about the daily multicultural reality in the institutions where they work. In this regard, different models of teacher training (academic, technical, personalized, hermeneutic-reflexive and critical) and pedagogical approach to cultural diversity (assimilationist, compensatory, multicultural and intercultural) are exposed. From the methodological point of view, in the research carried out through a questionnaire designed ad hoc to find out the perception of educators on training needs related to cultural diversity and inclusion, a mixed method is chosen, both quantitative and qualitative, by means of a complementary design of parallel phases (nested design) quan-qual. The questionnaire was applied to a total sample of 237 Brazilian teachers, made up of 58 men (24.5%) and 179 women (75.5%), from different educational levels. In general, it can be affirmed that attention to cultural diversity occupies an important role in the educational activity of professionals. Educators, as a whole, are sensitive to cultural diversity and its promotion in institutions; however, the intercultural training received is insufficient. The results also reveal that the participation of families is not encouraged, that the available resources are scarce and that the intercultural and inclusive dimension in the curriculum lacks pedagogical systematization.