State of knowledge: contributions to the development of intercultural continuing education for teachers
DOI:
https://doi.org/10.5212/PraxEduc.v.19.22857.017Abstract
This study presents the results of a research that analyzed 87 abstracts of articles published on the SciELO Platform between the 2010 and 2023. The research, with a qualitative approach, drawn from Amado (2014), was configured as a bibliographic study of the state of knowledge type. The objective was to investigate the development of intercultural continuing education for teachers, based on the identification of categories (ethnic-racial, gender, language, religion, disability, generation and others), which are the foundations for the conceptualization of intercultural education, as advocated by Candau (2011) and Fleuri (2022). Through data analysis, greater conceptual deepening is suggested regarding the founding categories in the intercultural perspective, with a view to developing public policies for the initial and continued training of teachers not only in Brazil, but also across Latin America, permeated by the encounter/disencounter/recognition of the “truths” told and taught throughout history, which must be questioned and rewritten collaboratively with those who have been silenced for so long.
Keywords: Teacher training. Critical intercultural perspective. Difference.
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