A FORMAÇÃO DE PROFESSORES NA PERSPECTIVA MULTICULTURAL: DO RECONHECIMENTO POLISSÊMICO À DEFESA DA PERSPECTIVA CRÍTICA

Abstract

This paper discusses, through a study of literature, the way multiculturalism has been focused on research on teacher education. Based on the recognition of multiculturalism as a field and a polysemic concept and houses, often, opposing meanings, we sought to investigate whether this polysemy can also be found in research on teacher education. Thus was established a time frame between the years 2000 to 2006 and was elected as a source of data collection, the papers presented at ANPEd and ENDIPE and articles published in journals that focus on the discussion of multiculturalism. As main results, it is possible to point out that this polysemy can be found, especially among the studies assume that, as a base reference for analysis, critical multicultural perspectives, the intercultural and postcolonial. It appears that the results of selected texts reveal a more defined around a conservative. Closes the text highlighting the critical importance of multiculturalism, especially the concept of frontier identity, and the greater emphasis should be given to what has been done with cultural issues in the training of tutors, rather than restrict concern to the discussions alluding to the multiple meanings of multiculturalism.