In search of a dialogue between the Brazilian National Plan of Education (PNE), teacher education and multi/interculturalism
The present paper intends to anlayse how the multi/intercultural proposals are reflected in the National Educational Plan (PNE) 2011-2020. We argue that the multi/intercultural education can contribute to the construction of an educational process that values and recognises the multiple cultures tha...
| Autores: | , , |
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| Formato: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2013 |
| País: | Brasil |
| Recursos: | Fundação Cesgranrio |
| Repositorio: | Ensaio (Rio de Janeiro. Online) |
| OAI Identifier: | oai:ojs.localhost:article/334 |
| Acesso em linha: | https://revistas.cesgranrio.org.br/index.php/ensaio/article/view/334 |
| Access Level: | acceso abierto |
| Palavra-chave: | Plano Nacional de Educacion; Formacion de professores; Multi/interculturalismo PNE; Teacher education; Multi/interculturalism PNE; Formação de professores; Multi/interculturalismo |
| Resumo: | The present paper intends to anlayse how the multi/intercultural proposals are reflected in the National Educational Plan (PNE) 2011-2020. We argue that the multi/intercultural education can contribute to the construction of an educational process that values and recognises the multiple cultures that circulate in everyday school life, particularly promoting a positive interrelationship among the different cultural identities. We defend the relevance of the analysis, particularly drawing on arguments from authors that posit the centrality of a cultural approach to the contemporary life. By doing that, we highlight how the expansion of the concept of culture and of the determinants associated to it takes place from the middle of the 20th century onwards, discussing how it has been gaining the forefront in individuals’ lives, within the global process of formation and change. In that vein, we contend it is crucial to reflect how the PNE has incorporated such multi/intercultural proposals in teacher education. We conclude, by recognising it is central that teacher education courses develop multi/intercultural discussions, so as to develop a critical education that challenges inequality, social inclusion, prejudices and an hegemonic monocultural model of education. |
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