Formação inicial de professores para a educação infantil e o tema da interculturalidade: análise dos currículos dos cursos de pedagogia das Universidades Federais Mineiras

Abstract

The general propose of this Master dissertation is to analyse the way in which the theme of interculturality is discussed in the specific obligatory subjects for childhood education which are offered by Pedagogy degree courses, in the face-to-face classroom learning modality in the Federal University of Minas Gerais. The specific objectives strive to verify the Multicultural and Intercultural perspective figures in these disciplines in an explicit or potential way and identify the authors utilized for intercultural perspective.The theoretical referencial presents the themes multicultural and intercultural in the analysis of complex of the social relationships and Its intrinsic relation in the process of construction of the identities and differences in the interior of school spaces.Thus, aims to demonstrate that as much as the multicultural and intercultural perpective if they are not included in the in the initial teachers training process, tend to poorly contribute to comprehension of social issues, specifically those that are recurrent in school , in reference the acknowledgment of diversity cultural that compound brazilian people.Throughout the study It was devoted attention to the theoretical understanding of the significance of culture, such as, the appearance of culture, the culture as a lifestyle, It’s evolution over the time, the course taken until the multicultural\intercultural speeches and the insertion of theme in educational ambit. Firstly within this context, It was done a bibliographic survey, brief survey of recent works that brings up the theme of initial formation of teachers and the analysis of universities sites with the proposal of knowing the Pedagogy projects Courses (PPC’s) and the Curriculum Components in the initial Teacher formation of Childhood education. It was observed that, among the set of disciplines analysed, only a few courses provide disciplines potentially multicultural e, therefore presents contributions in order to think the cultural diversity since early childhood education. After the conclusion of this work, we hope to have contributed to new reflections and understanding that the intercultural perspective is one of possibilities that will bring contributions to the problems related to the differences and identities.