TEACHING MEANING AND CURRICULUM
Teacher's formation forged in a multicultural identity
Abstract
This work aims to reflect about the importance of a teacher identity based on a look at the different realities that are shown in the classroom in order to provide a formative path based on the development of a critical sense, which leads to the emancipation of both teacher and student. For this, we understand the need to reflect on the concept of a multicultural curriculum, in which we seek, through this study, to perceive which pedagogical systematization is heading towards expanding the sociocultural repertoire of students, making them capable of recognize their reality and identify the possibility of transforming it. The concept of social transformation brought in this work is based on the discussions brought by bell hooks (2017), who defends education as Transgressor, in parallel with the Emancipatory Education approach pointed by Theodor Adorno (1995). Intending to reflect on how such concepts pervade this organization of sets of knowledge that the school offers to students we dialogue with Antonio Flavio Barbosa Moreira (2001) aligning such notes from an idealization of a multicultural curriculum. Considering that, this study intends to provoke reflections on the importance of the teaching sense for the liberation of the teacher and the student, so that both become conscious and active beings throughout the teaching-learning process.
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