Intercultural pedagogic practices: recognizing the differences in the classroom
The bibliographic revision purposed in this article talks to Candau (2008; 2011; 2012), Moreira (2008; 2012; 2013) and Walsh´s contributions (2009), developing a reflection about the basic school and the different cultures that live in its spaces. This piece of work starts by reflecting about the ro...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Maria (UFSM) |
| Repositorio: | Revista Educação (Santa Maria. Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.pkp.sfu.ca:article/40573 |
| Acceso en línea: | https://periodicos.ufsm.br/reveducacao/article/view/40573 |
| Access Level: | acceso abierto |
| Palabra clave: | Education Identity Interculturality Educação Identidade Interculturalidade |
| Sumario: | The bibliographic revision purposed in this article talks to Candau (2008; 2011; 2012), Moreira (2008; 2012; 2013) and Walsh´s contributions (2009), developing a reflection about the basic school and the different cultures that live in its spaces. This piece of work starts by reflecting about the roles developed at school, followed by the cultural aspects that permeate these spaces and may vary between a monocultural education and/ or an intercultural one, pointing this last one as a different way to be thought educative theories and practices problematizing the urgency of valuing the cultural diversity present within the scholar spaces, recognizing and valuing the cultures brought by the subjects to the scholar space, stimulating dialogic communications among them. It has become necessary the equality and the differences to be valued, empowered and stimulated to communicate democratically with each other, awakening people’s interest, scholar process’ subjects towards to the comprehension that it´s not possible to solve the differences and let alone, to pattern equality as it happens in monocultural practices. So, the school has the challenging role to become teachers and students, agents to multiply more inclusive ideas and practices inside and outside school through curriculum. Based on this set, it gets to the conclusion that interculturality arises as a plausible way so that pedagogic contents not to pattern learning according to what was analyzed throughout the article which purposes that, through the dialogue of recognizing the different identities in levels of equality and difference, to be possible to constitute a democratic society from the scholar basis. |
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