CURRICULUM AND MULTICULTURAL CONTEXT: MEANINGS FROM THE REALITY LIVED IN TEACHING TRAINING
This article presents a study on the curriculum in teacher education, considering the multicultural context of Roraima. In problematizing the curriculum in a multicultural context, he defined the objective of knowing possibilities and limitations of the curriculum in the training of teachers in a mu...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Pontifícia Universidade Católica de São Paulo (PUC-SP) |
| Repositorio: | Revista e-Curriculum |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/46228 |
| Acceso en línea: | https://revistas.pucsp.br/index.php/curriculum/article/view/46228 |
| Access Level: | acceso abierto |
| Palabra clave: | Curriculum Multicultural context Teacher training. Currículo Contexto multicultural Formação. Currículum Formación de profesores |
| Sumario: | This article presents a study on the curriculum in teacher education, considering the multicultural context of Roraima. In problematizing the curriculum in a multicultural context, he defined the objective of knowing possibilities and limitations of the curriculum in the training of teachers in a multicultural context, considering the intersection that exists between curriculum and culture as inducers of an education that has a reflective, critical, creative and therefore significant social role. It takes as a methodological path the phenomenological research modality, based on the Husserlian compression, using qualitative description as the main method. The meanings expressed in the experiences reports allowed to achieve results that pointed out limitations such as the lack of attention of the curriculum to the local reality, lack of knowledge about curricular organization and disputes over hegemonic political power. As a possibility, it highlights the importance of a curricular matrix with multicultural intent in alleviating relational and teaching and learning problems, as well as the appreciation of principles of respect and tolerance and the subject's autonomy to think and think about their world from their culture. |
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