Abstract

CANEN, Ana. Formação de professores: diálogo das diferenças. Ensaio: aval. pol. públ. educ. [online]. 1997, vol.05, n.17, pp.477-494. ISSN 0104-4036.

Teacher education in a perspective of dialogue of cultural differences is justified in that Brazilian schools operate in a multicultural society, in which the diversify of sociocultural backgrounds of the majority of the population is ignored in homogenizing pedagogical and curricular practices. School failure, as well as stereotypes against those whose sociocultural backgrounds do not correspond to the dominant ones reinforce the relevance of fostering values of tolerance and appreciation of cultural plurality in future generations. The present paper seeks to discuss the theoretical concepts and practical implications in everyday schooling in content teaching, dialogical methodologies and diagnostic assessment, through the dialogue of cultural differences' approach. In the light of such considerations, it also discusses some of the proposals in the Parâmetros Curriculares Nacionais (National Curricular Guidelines), arguing for the relevance of initial and continuing teacher education so that the intercultural perspective be translated into everyday pedagogical practices.

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