A QUESTÃO MULTICULTURAL NO ESPAÇO ESCOLAR: DESAFIOS PARA AS PRÁTICAS PEDAGÓGICAS

Márcia Lúcia Costa da Silva, Andrea Marques Vanderlei Fregadolli, Betijane Soares de Barros, Marta Lucia Silva Costa
2020 Revista Sistemática  
the perspective of multiculturalism emerges as an ideology that defends an education in which diversity is not only seen, but also included and valued in the curriculum and pedagogical practices, so that the role of the teacher becomes crucial, of mediation, for an interrelation between the different cultures existing in the school. Goal: to analyze the multicultural issue in the school space in order to understand the approaches and perspectives 1 marciamg@live.com 2 27 Rev. Sistemática,
more » ... Sistemática, Maceió, v. 3, n. 1, p. 26-55, jul/set, 2020 for indigenous peoples. Methodology: bibliographic review of the integrative systematic type. Results and Discussion: Considering the inclusion criteria established during the research, 24 articles were selected that contemplated two categories: diversity in the classroom: implications for pedagogical practices; education for indigenous peoples from a multicultural perspective. Conclusion: Multiculturalism makes room for the will of each individual and each group to show their identity to others; and all, together, promote and achieve interculturalism, which through dialogue, through the exchange of knowledge, practices and behaviors, integrates these wills with the aim of promoting understanding and tolerance among individuals of different origins. Multicultural education, more specifically, should promote sharing, appreciation and respect for the diversity of cultures represented in the class, at school and in the community, as well as combating prejudice and ethnic discrimination. Descriptors: Multiculturalism. Plurality. Diversity. Multicultural education. Indigenous school education.
doi:10.29327/223013.3.1-2 fatcat:bhfrzrtylfeyno556iktftxlmi