A escola como o lugar da (Auto) formação continuada dos profissionais do magistério nas perspectivas multicultural e colaborativa

Abstract

The present investigation consists of the study of multicultural teacher training in a public school in the State of Paraná. This institution serves, in its context, among different cultures, students from indigenous communities. The work seeks to understand how the training of teaching professionals can offer elements, instruments and possibilities for dialogue for teachers in the elaboration of a multicultural teacher training course at school. The relevance of the study is justified for several reasons, mainly because the school is a place permeated by different cultures. Thus, it is necessary to promote the appreciation of the different groups that make up school spaces, contributing to the promotion of teaching and learning in an inclusive way, without differentiating the groups considered minority. To develop this work, studies were carried out on: teacher training as continuous challenges, cultural differences, school and diversity, and the application of an educational process entitled "Extension Course: Multicultural Teacher Training and Self-training at School", which provided training focused for multicultural issues and took an approach towards the protagonism of teaching professionals. From the methodological point of view, the research is classified as qualitative, bibliographic, field and with ethnographic inspirations. In the bibliographic field, authors from the area of teacher training and multicultural relations were approached, such as: Candau (2013), Imbernón (2010), Tardif (2014), among others. From the investigation it was possible to understand that the teachers of this school reality did not realize that they are unaware of the reality of their indigenous students, even though they are so close to them, and that they also did not see cultural diversity as an element that can influence, positively or negative learning, depending on how the school deals with the issue. This awareness leads teachers to get closer to the local indigenous community during the stages of the educational process, promoting an intercultural dialogue between the indigenous school and the non-indigenous school. Finally, it was possible to understand that the school is the place of continuing education for teaching professionals and that they can assume the leading role in continuing education and reach collaborative work.