Perspectivas de professores em contextos de diversidade etnocultural : um olhar para o imigrante

Abstract

This Master’s thesis aimed at analyzing the perspectives of teachers who work in ethnical diversity contexts, in order to identify whether their speech reveal an assimilationist approach or an inclusive one towards their immigrant students. This study draws on the concept of natality, by Arendt (2016), to discuss the role of education in society, and it is also inspired by the interpretation of natality’s concept applied to the displaced person, by Veck (2018; 2019; 2020). Besides, this study explores the principles of Culturally Responsive Teaching, by Gay (2018), as an inclusive approach to teaching ethnically diverse students. Through qualitative research, using the semi structured interview as data collection technique, 11 interview transcripts of teachers from public schools in Rio Grande do Sul (RS, Brazil) were analysed. Coding and categorization in First and Second cycles based on Saldaña (2013) were used as methodology. The results show that the perspective amongst the sample’s participants is predominantly inclusive, and it is mostly expressed in the pedagogical practices due to the present of immigrant students in their classrooms.