Diferenças culturais: um estudo dos significados atribuídos por docentes de uma escola urbana.

Abstract

The present study aimed to investigate the construction of meanings for an urban school teachers about the cultural differences. There is also the meanings attributed by teachers to cultural differences, identifying how the meanings attributed to cultural differences or not interfere in the organization of educational work and analyzing the reflections of intercultural relations at school studied considering the cultural dimension as a fundamental aspect human development. It proposes a reflection of this phenomenon contextualized searching through a critical analysis, theoretical-methodological approaches committed to the empowerment and inclusion of minorities, pointing ideological and historical aspects surrounding the topic of cultural differences. Methodologically, we chose to search for inspiration ethnographic literature and qualitative approach. However, not exhausted the discussion on this research, however, revealed by empirical data convince us of the importance of research into the topic of diversity in schools to guide public policies effectively inclusive. Therefore, this study lifted their goals by considering the construction of meanings of teachers on the topic as an important starting point for understanding the dynamics of intercultural processes in school. We conclude that the challenge to be achieved by minorities is the experience in the daily life of schools, a curriculum that encourages the strengthening of respect for differences and identities.