Resumo

ABU-EL-HAJ, Mônica Farias  e  FIALHO, Lia Machado Fiuza. Teacher training and critical multicultural pedagogical practices. Rev. Educ. Questão [online]. 2019, vol.57, n.53, e17109.  Epub 19-Set-2019. ISSN 1981-1802.  https://doi.org/10.21680/1981-1802.2019v57n53id17109.

This study aims to understand the construction of American basic education teacher training for the development of multicultural attitudes and practices in a school setting. With a qualitative approach, in a case study, through individual semi-structured interviews, the investigation was conducted with three basic education teachers and one university teacher who work with a critical multicultural education perspective in New York City. Narrative analysis shows that the teachers' life stories were impacted by experiences in social conflict situations and cultural and educational exclusion, especially concerning ethnic-racial diversity. These experiences were decisive in their search for teacher training and practice in a multicultural education conception. Training in this perspective was relevant to the adoption of inclusive educational practices; however, the exclusion experiences motivated the teachers' commitment to critical multicultural education.

Palavras-chave : Multicultural education; Ethnic-racial diversity; Teacher training; Multicultural pedagogical practices.

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