Diferenças culturais, interculturalidade e educação em direitos humanos

Abstract

RESUMO:As questões relativas às diferenças culturais vêm se multiplicando na nossa sociedade, e a consciência dessa realidade é cada vez mais forte entre educadores/as. Entretanto, inúmeras têm sido as pesquisas que identifi cam, descrevem e denunciam situações em que alunos/as com determinadas marcas identitárias são rejeitados/as, objeto de discriminações e excluídos no cotidiano escolar. Essa realidade nos obriga a afi rmar a urgência de se trabalhar as questões relativas ao reconhecimento e à valorização das diferenças culturais nos contextos escolares. Neste sentido, o presente trabalho pretende analisar os diferentes sentidos atribuídos pelos professores aos termos "igualdade" e "diferença", apresentar a perspectiva sobre educação intercultural que vimos construindo nos últimos anos e evidenciar a interrelação entre essas questões e a educação em direitos humanos.Palavras-chave: Diferenças culturais. Educação intercultural. Igualdade-diferença. Educação em direitos humanos.CѢљѡѢџюљ ёіѓѓђџђћѐђѠ, іћѡђџѐѢљѡѢџюљіѡѦ юћё ђёѢѐюѡіќћ іћ ѕѢњюћ џієѕѡѠ ABSTRACT: Questions that concern cultural diff erences are multiplying in our society, and more and more educators are geĴ ing aware of this reality and its importance. At the same time, there are host of researches which identify, describe and denounce situations where students are rejected, discriminated and excluded in the daily school for having particular identitary signs. This reality let us to pronounce the urgency of thinking over the recognition and valorization of cultural diff erences in school contexts. This paper intends to analyze the various meanings given by teachers to the words equality and diff erence, and also to present the perspective about intercultural education elaborated over the last years and to demonstrate the interrelation between these questions and the education in human rights.

Brazilian Indigenous People’s Struggle for an Intercultural, Specific, Differentiated School

“…In the same way that it is possible to perceive the approximation between the Indigenous students' reflections and Candau's (2011Candau's ( , 2012 ideas, such approximation also occurs in relation to Walsh's (2009Walsh's ( , 2010 thoughts. For this author, as well as for Candau (2010Candau ( , 2011, intercultural education should be constantly concerned with avoiding "[...] exclusion, negation and ontological, epistemic-cognitive subalternization of racialized groups and subjects" (Walsh, 2009: p. 23).…”

“…According to some authors (Candau & Russo, 2010;Candau, 2011Candau, , 2012Walsh, 2009Walsh, , 2010Bergamaschi, 2007;Backes & Nascimento, 2011), the students are concerned with the dialogue between cultures through intercultural education. "The school should design work plans to attend students in their differences and search for equality within those differences" (Student C).…”

“…Candau (2011), on approaching the cultural diversity and the importance of intercultural education, has pointed out: "Multiple issues have been raised and made visible by social movements which have denounced injustices, inequalities and discriminations, claiming for equal access to goods and services as well as political and cultural acknowledgement" (Candau, 2011: p. 241). Candau (2011Candau ( , 2012 has often evidenced the need of struggling prejudices and considering different cultures. The author has both questioned the hegemony of modern culture and evidenced the need to articulate difference and equality, as Student C pointed out: "[…] within those differences, we search for equality".…”

“…The author has both questioned the hegemony of modern culture and evidenced the need to articulate difference and equality, as Student C pointed out: "[…] within those differences, we search for equality". For Candau (2012), equality and difference are necessarily part of intercultural education; they do not oppose each other, they are part of the same struggle: "I think that today it is not possible to work on issues related to equality without including difference; likewise, we can't address difference disconnected from equality affirmation" (Candau, 2012: p. 239). Candau (2012: p. 237) has also argued that in order to potentialize the process of school learning, " […] in the perspective of guaranteeing the right to education, we will have to affirm the urgency to work on issues related to the acknowledgement and valorization of cultural differences in school settings".…”

Educação Ambiental E Direitos Humanos Na Formação Inicial De Professores De Ciências Biológicas

“…A escola e a formação de professores têm a muito a contribuir na legitimação das lutas de movimentos sociais e no reconhecimento de grupos como coletivos de direitos (SANTOS, 2007;CANDAU, 2012 A minha participação no referido estudo será no sentido de descrever as práticas e concepções envolvidas na minha prática profissional, fornecendo informações sobre a inserção destas temáticas no curso de formação de professores de forma geral e/ou específica em determinadas disciplinas. Minha participação ocorrerá através de entrevistas gravadas e transcritas e fornecimento de documentos, tais como PCC, grade curricular, ementas e planos de curso de disciplinas.…”