Multiculturalismo na educação: evidências na formação docente

• Autor(a) principal: Canassa, Júlia Maria Bertin
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UNESP
• Texto Completo: http://hdl.handle.net/11449/216097
• topic: Multiculturalism; Diversity; Plurality; Education; Teacher training; Curriculum; Multiculturalismo; Diversidade; Pluralidade; Formação docente; Currículo

The present work seeks to establish the importance of multiculturalism as a field of discussion in the Brazilian educational context, bringing first the various concepts of the term multiculturalism and then, in the context of teacher education, based on articles by Brazilian authors such as Candau, Moreira, Canen and others and other authors who have produced literature dealing with multiculturalism, multi/intercultural education and its implications for everyday school life, didactics, human rights education, the curriculum and its practices, and teacher training. This bibliographical research (GIL, 2002) was based on an analysis of articles selected in the Google Scholar of the three aforementioned authors, references in the subject, in the period 2008-2017; Through this work, the general objective was to understand the perspectives of pedagogical work attentive to multiculturalism and, as specific objectives, to differentiate the concept of multiculturalism from different theoretical perspectives, systematizing and analyzing the scientific production that deals with initial teacher training under a critical multicultural perspective. So that we can effectively work on the plurality that underlies our society, therefore, it’s necessary to invest in teacher training for the numerous specificities in relation to the processes, times and forms of student learning, taking into account the importance of the student's role in the preparation of curriculums of our education.