Educação multicultural e formação docente (Multicultural education and teacher education)

Flávia Pansini e Miguel Nenevé

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Abstract

In this article we propose to discuss multiculturalism and its relations with the educational proposal related to the problems of a multicultural society. Considering the initial education of teachers as an important space for the valorization of differences in the school space, we claim that the University curricula must priorize the reflection of the future teachers-educators about their identity, about the specific local knowledge and also about the way language can act as an agent for silencing minor local cultures. In this way we try to understand the relations existing among school knowledge, culture and language. We articulate the discussion about critical multiculturalism related to teachers education and argue that an education multiculturally oriented must be the result of a combination of pedagogical, political and cultural dimensions, so that one can create conditions and tools for the future educators to act as reflexive professionals, committed to make a rupture of monocultural practices present in everyday school.