Multiculturalism and intercultural education: teachers’ narratives about prejudice and cultural approaches in school

Abstract

Considering the importance of understanding the dynamics of sociocultural subjects in school, the purpose of this study was to understand how teachers approach cultural issues and situations of prejudice and discrimination in school. The research had a qualitative approach and interviews were conducted with five teachers who worked in elementary education developing projects related to cultural diversity. The narratives’ analysis point to experiences of racial, religious, gender and sexuality prejudice and discrimination. Teachers reported adopting dialogic practices in addressing cultural issues in school. The analysis highlights the importance of critical-reflexive dialogue in the emancipatory formation of teachers, contributing to the problematization of established monocultural logic. This study contributes with reflections on cultural issues that permeate the school and highlights dialogic practices as strategy for a less excluding school.