CONTINUING EDUCATION OF TEACHERS AND INTERCULTURALITY: CONSIDERATIONS OVER MULTIETHNIC ASPECTS OF TEACHING IN PORTUGUESE
The multiethnic and multilinguistic aspects present in classrooms make the teaching and the learning of many curricular contents a pedagogical challenge to teachers of the State of Roraima. Starting with a bibliographic research whose main references are: Weissmann (2018), Feldmann (2009), Moreira e...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2020 |
| Country: | Brasil |
| Institution: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repository: | Revista e-Curriculum |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/49466 |
| Online Access: | https://revistas.pucsp.br/index.php/curriculum/article/view/49466 |
| Access Level: | Open access |
| Keyword: | Diversidad lingüística Educación continua Interculturalidad. Diversidade linguística Formação continuada Interculturalidade. Linguistic diversity Continuing education Interculturality. |
| Summary: | The multiethnic and multilinguistic aspects present in classrooms make the teaching and the learning of many curricular contents a pedagogical challenge to teachers of the State of Roraima. Starting with a bibliographic research whose main references are: Weissmann (2018), Feldmann (2009), Moreira e Candau (2007), Candau (2000), Perez Gómez (2000) and MacLaren (1997), we identified that the characteristics of the schools of Roraima are an important locus to the acknowledgement of the impact of cultural and linguistic diversity on the pedagogical job of teachers, and that professional initial training is not enough so that they can cope with the challenge. This article aims to debate the teachers continuing education under the perspective of interculturality, knowing that it is vital so teachers can identify, acknowledge and work with the diversity present on classrooms. |
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