Ethno-racial diversity and the construction of the teaching identity in the Language Teaching course: State of the Question
The article aims to identify, through the production of the State of Question, researches that address racial-ethnic diversity as a reference in the construction of teacher identity in higher education, specifically in the Licentiate Degree in Letters. For the mapping and analysis of the research, s...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2022 |
| País: | Brasil |
| Institución: | Universidade Federal de Uberlândia (UFU) |
| Repositorio: | Revista de educação popular (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.www.seer.ufu.br:article/63042 |
| Acceso en línea: | https://seer.ufu.br/index.php/reveducpop/article/view/63042 |
| Access Level: | acceso abierto |
| Palabra clave: | Diversidade étnico-racial Identidade docente Formação de professores Ethnic-racial diversity Teacher identity Teacher training |
| Sumario: | The article aims to identify, through the production of the State of Question, researches that address racial-ethnic diversity as a reference in the construction of teacher identity in higher education, specifically in the Licentiate Degree in Letters. For the mapping and analysis of the research, searches were carried out in the CAPES Journals Portal and in the Brazilian Digital Library of Theses and Dissertations. This approach allowed us to identify four studies on higher education. The advancement of law creation in the educational scenario is evident, however, there is a gap in the preparation of teachers in the Letters course with the theme so that they can contribute to the construction of teacher identity. |
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