Abstract
This text aims to present theoretical and practical reflections on the (un)veiled identities in the formative processes and the current and urgent demands for teachers, as to affirmative actions. A literature review was carried out for the theoretical tessitura from Bauman (2005), Candau (2012), Macedo (2007), McLaren (2000), Silva (2013), Silva (2014), Souza (2011; 2015), Woodward (2014), among others. The results showed the importance of the teaching work based on the difference as a founding aspect for dealing with otherness and respect for difference in order to expand ethnic self-recognition; the identification of identity tensions that interfere in living with diversity; and the need to discuss black and indigenous cultures in the curricula of schools and universities, because it is essential that teachers, students and health professionals understand and respect the culture and ways of living of the peoples and territories where they exercise as a set of affirmative actions.
Highlights
Resumen: Este texto tiene como objetivo presentar reflexiones teóricas y prácticas sobre las identidades reveladas en los procesos de formación y las demandas actuales y urgentes de los docentes, en cuanto a acciones afirmativas
The results showed the importance of the teaching work based on the difference as a founding aspect for dealing with otherness and respect for difference in order to expand ethnic self-recognition; the identification of identity tensions that interfere in living with diversity; and the need to discuss black and indigenous cultures in the curricula of schools and universities, because it is essential that teachers, students and health professionals understand and respect the culture and ways of living of the peoples and territories where they exercise as a set of affirmative actions
Les résultats ont montré l'importance d'un travail d'enseignement basé sur la différence en tant qu'aspect fondamental pour faire face à l'altérité et au respect de la différence afin d'élargir la reconnaissance de soi ethnique; l'identification des tensions identitaires qui interfèrent avec la vie avec la diversité; et la nécessité de discuter des cultures noires et autochtones dans les programmes scolaires et universitaires, car il est essentiel que les enseignants, les étudiants et les professionnels de la santé comprennent et respectent la culture et les modes de vie des peuples et des territoires où ils exerceront leurs fonctions, comme un ensemble d'actions positives
Summary
Izanete Marques Souza[1] Instituto Federal de Educação, Ciência e Tecnologia Baiano, Itapetinga, BA, Brasil. Ana Lúcia Gomes da Silva[3] Universidade do Estado da Bahia (DCH IV), Jacobina, BA, Brasil. Resumo: Este texto objetiva apresentar reflexões teórico-práticas acerca das identidades (des)veladas nos processos formativos e das demandas atuais e urgentes para os docentes, quanto às ações afirmativas. Os resultados evidenciaram a importância do trabalho docente pautado na diferença enquanto aspecto fundante para o trato com a alteridade e o respeito à diferença de modo a ampliar o autorreconhecimento étnico; da identificação das tensões da identidade que interferem no convívio com a diversidade; e a necessidade da discussão das culturas negra e indígenas nos currículos das escolas e universidades, por ser essencial que docentes, discentes e profissionais da saúde compreendam e respeitem a cultura e os modos de viver dos povos e territórios onde exercerão suas funções laborais como um conjunto de ações afirmativas.
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Revista da Associação Brasileira de Pesquisador s Negr s - ABPN
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
