Interculturalidade nas práticas docentes: educação infantil em contexto de fronteira na cidade de Foz do Iguaçu

Abstract

This work addresses intercultural teaching practices in a border context as a theme. The objective is to rethink ways of building pedagogical practices consistent with an intercultural perspective, based on continuous training capable of boosting the construction of educational practices that dialogue with current social and cultural transformations, thus promoting interculturality in the school space. The municipality of Iguaçu is characterized by diversity, especially ethnic, linguistic and cultural, and which is present in the most varied shared spaces. Such diversity is received and treated in different ways by the people and public and private sectors that make up the city. Among these shared spaces is the school, which is characterized by being a highly diverse scenario, going beyond the Brazilian linguistic and regional scopes. Added to all this, are the other differences that already exist in the school context, be they of an economic, religious, and /or cultural that vary according to each family, each subject. Even within this scenario, there is, in general, a predominance of school activities that are foreign to the students' lives, detached from current topics and poorly integrated into their cultures. It is believed that monocultural pedagogical practices can be broken through collective studies and reflections made possible through extension projects, workshops, that is, a training/continuing training movement within the institution. Regarding the methodology, a descriptive literature review with a qualitative approach was used, in addition to a brief documentary research based on school documents and laws focusing on cultural diversity from the perspective of developing practices anchored in interculturalism. Therefore, this study is based mainly on the theoretical postulates of Berger, Candau, Flores, Deus, Santiago; Akkari; Marques and Oliveira. The results indicate that it is necessary for the collective group of teachers to think about curricula, the school's political pedagogical project, in addition to seeking continued training capable of bringing reflections on the intercultural perspective to the entire teaching staff and other employees, since empathy, welcoming and affection must be practiced by everyone who is in contact with students, this means providing a welcoming environment in its entirety. Furthermore, teacher training must be critical and theoretically based, anchored in the relationship between theory and practice, always considering the border reality. Another point to be highlighted, in addition to educational practices and teacher training, part of the restructuring of the curriculum, this restructuring must involve the decolonization of curricula, thus including and celebrating cultural diversity, promoting understanding and mutual respect between different ethnic groups and cultural. To achieve such a desired situation, the inclusion of an intercultural perspective within schools is necessary, which is not a simple, easy or uncomplicated task, on the contrary, it requires radical changes in the organization of the curriculum and school planning, in addition to total openness and adherence of school subjects, otherwise, it suffers the penalty of being just an abstraction.