Multiculturalismo e práxis pedagógica na escola pública

Abstract

This dissertation, linked to the Graduate Program in Education of the Federal University of Amazonas (UFAM), Area of Concentration Line 1 – Educational Processes and Amazonian Identities, presents the result of the research project entitled Multiculturalism and Pedagogical Praxis in the Public School that had as its central question: How are the pedagogical praxis of the teachers being developed in the face of the multicultural diversity of the students in the public school? The general objective was defined: To analyze the context of the public school, focusing on pedagogical praxis through the bias of multiculturalism. To respond to this objective, the work was divided into three sections, in which each one corresponds to the following specific objectives: 1. To analyze the teacher's role in the face of multiculturalism in the school context; 2. Identify the existence of pedagogical projects focused on multiculturalism; 3. Identify other forms and expressions of knowledge in public schools in the multicultural scenario. The methodology used, in terms of approach, was qualitative, analytical in nature and Hermeneutic-Dialectical method. The research site was the Luiz Vaz de Camões State School, located in the city of Manaus-AM. The analysis was articulated throughout the text, considering multiculturalism and pedagogical praxis in the reality of immigrant students. From this perspective, we highlight the need for attention to multiculturalism in public schools, in which we highlight the advances and setbacks in this school environment. In the pedagogical field, training actions on multiculturalism are still very incipient, since there is a great lack of actions of this type in teaching and learning. Therefore, the research brought contributions to pedagogical praxis in the public school environment from the perspective of multiculturalism, pointing to theoretical/practical the Pedagogy of Multiliteracies support to recognize and enhance the cultural diversity of immigrant students.