Resumo

TEIXEIRA, Pedro. THE RELATIONS BETWEEN DIVERSITY AND THE DISCUSSION OF CONTROVERSIAL ISSUES: CURRENT CHALLENGES FOR SCHOOL. e-Curriculum [online]. 2018, vol.16, n.2, pp.494-515. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2018v16i2p494-515.

This paper presents a theoretical reflection on the teaching of controversial issues and its current challenges. Researchers and educational public policies in Brazil and elsewhere highlight the importance of exploring the plurality of thoughts about controversial issues. Firstly, from a Intercultural perspective, we argue that, given the diversity of world views, religious beliefs, genders, sexual orientations and races in contemporary societies and schools, the teaching and debate of controversies in basic education become subject of disputes. If, according to Hess (2009), the very definition of what is or is not controversial is pervaded by conflicts as it is determining which ones will be included in school curricula. Such scenario has become even more complex in our country in the last years by the advance of a conservative agenda in the national congress and bill projects like “School without Party”. In this sense, although the defenders of these ideas defend a pretended openness to the plurality of ideas, the analysis of their arguments reveals a profound rejection of values and knowledge distinct from those they defend. This posture is threatening to the teaching and the development of pedagogical strategies that approach controversial subjects in the basic school. Thus, we indicate possibilities for overcoming these obstacles in the classroom.

Palavras-chave : Controversial issues; Diversity; Conservatism; School without Party.

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