Teacher training and critical multicultural pedagogical practices
DOI:
https://doi.org/10.21680/1981-1802.2019v57n53ID17109Keywords:
Multicultural education. Ethnic-racial diversity. Teacher training. Multicultural pedagogical practices.Abstract
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.
Downloads
References
BANKS, James Albert. Multicultural education: historical development, dimensions and practice. American Educational Research Association, Washington, DC, v. 19, p. 3-49, 1993.
BANKS, James Albert. An introduction to multicultural education. 2. ed. Boston: Allyn and Bacon, 1999.
BARBOSA, Anna Carolina. Educação bilíngue nos Estados Unidos: uma possível transição moral para a cidadania global. Educação e Pesquisa, São Paulo,v. 39, n. 3, p. 673-688, jul./set. 2013.
CLARA. Entrevista concedida a Mônica Farias Abu-El-Haj. Nova Iorque (Estados Unidos), 9 dez. 2014.
EVELYN. Entrevista concedida a Mônica Farias Abu-El-Haj. Nova Iorque (Estados Unidos), 14 jan. 2015.
FIALHO, Lia Machado Fiuza; MACHADO, Charliton José dos Santos; SALES, José Albio Moreira. As correntes do pensamento geográfico e a geografia ensinada no ensino fundamental: objetivos, objeto de estudo e a formação dos conceitos geográficos. Educação em Foco, Belo Horizonte, v. 17, n. 23, p. 203-224, jul. 2014.
FIALHO, Lia Machado Fiuza; SOUSA, Francisca Genifer Andrade de. Política pública de juventudes: percepções dos bolsistas do Prouni. Jornal de Políticas Educacionais, Curitiba, v. 11, n. 17, p. 1-20, nov. 2017.
FREITAS, Luiz Carlos de. Os reformadores empresariais da educação: da desmoralização do magistério à destruição do sistema público de educação. Educação & Sociedade, Campinas, v. 33, n. 119, p. 379-404, abr./jun. 2012.
GANDIN, Luís Armando; DINIZ-PEREIRA, Júlio Emílio; HYPOLITO, Álvaro Luiz Moreira. Para além de uma educação multicultural: teoria racial crítica, pedagogia culturalmente relevante e formação docente (entrevista com a professora Gloria Ladson-Billings). Educação & Sociedade, Campinas, v. 23, n. 79, p. 275-293, ago. 2002.
GRANT, Carl. An essay on searching for curriculum and pedagogy for African American students. American Behavioral Scientist, Arizona, v. 51, n. 17, p. 885-906, 2008.
GRANT, Carl. Systems of oppression, the globalization of neoliberalism and NAME's Calls to action. Multicultural Perspectives, Washington, DC, v. 16, n. 2, p. 99-109, 2014.
LADSON-BILLINGS, Gloria. Toward a theory of culturally relevant pedagogy. American Educational Research Journal, Washington, DC, v. 32, n. 3, p. 465-491, 1995.
LADSON-BILLINGS, Gloria. Education for everyday people: obstacles and opportunities facing the Obama administration. Harvard Educational Review, Cambridge, v. 79, n. 2, p. 354-400, 2009.
LADSON-BILLINGS, Gloria. Culturally relevant pedagogy 2.0: a.k.a. the Remix. Harvard Educational Review, Cambridge, v. 84, n. 1, p. 74-84, 2014.
MENDES, George Alves. Migração internacional: uma relação histórica com implicações sociais e econômicas entre México e Estados Unidos. Revista Cadernos de Aulas do LEA, Ilhéus, n. 2, p. 46-54, nov. 2013.
MINAYO, Maria Cecília de Souza. Pesquisa social: teoria, método e criatividade. 25.ed. Petrópolis: Vozes, 2007.
PORTES, Alejandro; HALLER, William; FERNÁNDEZ-KELLY, Patricia. Filhos de imigrantes nos Estados Unidos. Tempo Social, São Paulo, v. 20, n. 1, p. 13-50, jan./abr. 2008.
ROSIE. Entrevista concedida a Mônica Farias Abu-El-Haj. Nova Iorque (Estados Unidos), 16 jan. 2015.
SARAH. Entrevista concedida a Mônica Farias Abu-El-Haj. Nova Iorque (Estados Unidos, 17 dez. 2014.
SOUTO-MANNING, Mariana. Freire, teaching, and learning: culture circles across contexts. New York: Peter Lang, 2010.
SOUTO-MANNING, Mariana. Multicultural teaching in the early childhood classroom: approaches, strategies, and tools preschool-2nd grade. New York: Teachers College, 2013.
WIEDERKEHR, Virginie; BONNOT, Virginie; KRAUTH-GRUBER, Silvia; DARNON, Céline. Belief in school meritocracy as a system-justifying tool for low status students. Frontiers in Psychology, Lausanne, v. 6, n. 1053, p. 1-10, 2015.
WILLIS, Arlette Ingram; LEWIS, Karla. Focus on research: a conversation with Gloria Ladson-Billings. Language Arts,Columbia, v.75, n.1, p. 61-70, 1998.
YIN, Robert. Estudo de caso: planejamento e métodos. 2. ed. Porto Alegre: Bookman, 2001.
Published
How to Cite
Issue
Section
License
The Journal Education in Question shall retain the copyright in all articles that it publishes.
The authors and co-authors of articles and book reviews, published in the Journal Education in Question, shall wait for at least 1 (one) year before they are allowed to submit new works for publication.
