Multiculturalismo, currículo e formação de professores: potenciais e tensões reveladas nos documentos curriculares dos cursos de pedagogia da UFPB

Abstract

This work has as object of research the political-pedagogical projects of the course (PPC) of Degree in Pedagogy of UFPB and some of its guiding documents from the lens of multiculturalism and its contributions to the field of Education. With the objective of investigating the multicultural perspectives present in the PPC of the pedagogy course of Campus IV of UFPB, observing possible hybridizations in the formation of the graduates of the course. Due to the growing demand for research aimed at teacher training courses and their guiding documents from the perspective of critical multiculturalism, challenging prejudices and respecting diversity. In this sense, the theoretical framework is built on studies related to multiculturalism, curriculum and teacher training defended by Candau (2007; 2011; 2020), Candau and Moreira (2007) Ivenicki/Canen (2007; 2008; 2020), Silva (2022; 2012;), Moreira (2021) Hall (1997; 2009; 2020), among others. In the methodological organization, the research follows the qualitative approach, from the perspective of Documentary Studies, and in the interpretation of the data, the thematic content analysis technique is used. In the results, it was noticed that the pedagogy course of the CCAE-UFPB prioritizes a specific profile and culture, as a reflection of the resolutions that guide its formulation. However, it also presented evidence that exceeds these prospects, as it allows to make visible and reflect on these issues and the way they influence the sociocultural interactions of school and nonschool environments, where diversity should be an intrinsic component of pedagogical practices.