A Diversidade Na Educação Escolar: O Currículo Como Artefato Cultural

Abstract

This article aims to understand the contribution of the discussions on cultural diversity in the teacher's activities with regard to school education. We stress the need to formulate theoretical and methodological teacher training towards a pedagogical practice critical thinking and problem of different cultures. In this sense, the question is: how to work the cultural diversity in the classroom, in order to appreciate the multiple identities constituents in the school environment? To answer this question, we used the sum of the lens critical curriculum theory and cultural studies as we believe that has been prominent on stage for debates about the meaning of culture, breeding and production of identities. In the late nineteenth and early twentieth century, dominated the ideas of superiority of one race over another and the male over female who determined the curriculum of education of women and blacks, considered biologically inferior in intellectual level, which historically justified the differentiated education for women and black people. Issues of gender and sexuality, race and ethnicity, colonial and post-colonial, from the perspective of critical theory curriculum, are discussed in the midst of power relations among individuals and between cultural groups. Throughout the text are some of the critical curriculum theories and the role of the school curriculum as a social and cultural construction. These sources show that school education can contribute to the confirmation and / or challenge stereotypes relating socially disadvantaged groups, including blacks and women. As a result, it is concluded that working from the perspective of cultural diversity in school education through the curriculum means an effective pedagogy of a teacher training proposals that problematize the everyday practices.

Conhecimentos em cadeias dialógicas de enunciados: linguagem, infâncias e educação nas produções de um grupo de pesquisa em Ciências Humanas

“…Desconstruir implica em buscar na história a construção da polaridade, a hierarquia do "normal" e as posturas preconceituosas. Nessa linha de pensamento, analisar qualquer conceito corresponde a compreendê-lo como uma representação provisória construída por jogos de poder (FELIPE;FRANÇA, 2014, p. 54).…”