| dc.description.abstract | The present work presents a critical reflection on the curricular policies of teacher education, with cultural diversity as the central perspective of social and cultural movements. Thus, it becomes necessary to discuss about educational policies and the differences in a context of society increasingly guided by consumerism, individualism, standardization, sexism and ethnocentrism. Therefore, the following problem arises: How do curricular policies produce a discourse of teacher education in reciprocal recognition of diversity? With this, it is important to analyze how the curricular policies produce a discourse of teacher training in reciprocal recognition of the diversity. For that, the theoretical-methodological assumptions are based on a qualitative research, of an exploratory nature, through the particularity of analysis of teacher education policies, having as central themes: curriculum production, teacher training and cultural diversity. Considering the design of initial and continuing formation of the basic teaching for education, it is understood that: (i) initial and ongoing training of education professionals; (ii) the inseparability between teaching, research and extension; (iii) the plurality of theoretical and practical knowledge; and, (iv) human and citizen education with a view to inclusive education, can be characterized as discourses of a teacher formation in favor of interculturality. Therefore, it is understood that it is essential to stress the technological, functionalist and bureaucratic approaches of educational institutions, and this purpose begins with changes in curricular production, in basic education and higher education projects and in educational policy, so that they contemplate the experiences, the cultures and the differences of all. | |
