TEACHERS AND DIVERSITY IN THE CLASSROOM: DECONSTRUCTING PREJUDICE AND CITIZENSHIP POTENTIATING

Authors

  • Juliana Mezomo Cantarelli
  • Maria Elly Genro

DOI:

https://doi.org/10.17058/rea.v24i2.5243

Keywords:

Teachers, Diversity, Prejudice, Citizenship

Abstract

Education became public and free, but these achievements have generated situations that are hard to be managed, since many teachers do not know how to deal with the diversity now present in schools, because they were not prepared for it. Others believe only on meritocracy that allows people to "win" as a result of their own effort, will and dedication. However, more and more students from different socioeconomic and cultural levels are made present in everyday school life, learn to work with these issues becomes an obligation for all teachers. That said, it is necessary for the teacher to want to learn and to be open to new ideas. Still, it is necessary to provide the teacher with opportunities for these reflections to occur, for teachers are also the result of their own culture. So it is up to the directing team and to government programs to build these spaces where teachers may have the opportunity to (un)build and (re)learn, seeking a new path with greater equality, opportunity and justice for all.

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Author Biographies

  • Juliana Mezomo Cantarelli
    Mestra em Educação pela UFSM. Endereço: Rua Fábio João Andolhe, 1100 - Bairro Floresta - CEP 98590-000 - Santo Augusto - Rio Grande do Sul/RS - Brasil. Endereço eletrônico: juliana.cantarelli@iffarroupilha.edu.br
  • Maria Elly Genro
    Doutora em Educação pela UFRGS. Docente e Pesquisadora da Faculdade de Educação (Faced) da UFRGS. Endereço: Av. Paulo Gama s/n, prédio 12.201, Porto Alegre, RS – CEP 90046900 - Brasil. Endereço eletrônico: mariaellyh8@gmail.com

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Published

2016-07-19

Issue

Vol. 24 No. 2 (2016)

Section

Artigos

License

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How to Cite

Cantarelli, J. M., & Genro, M. E. (2016). TEACHERS AND DIVERSITY IN THE CLASSROOM: DECONSTRUCTING PREJUDICE AND CITIZENSHIP POTENTIATING. Reflexão E Ação, 24(2), 280-297. https://doi.org/10.17058/rea.v24i2.5243