This article is the result of a review and intensification of discussions materialized from a research performed by one of the authors. The present research aimed investigate the meanings produced by teachers in an urban school about the cultural differences and discussing as such meanings are presented in the intercultural relationships and in the pedagogical work. So that, eleven teachers made part of research, which had focus group, non-directive interview and participant observation as data collection instrument. Data were analyzed and, subsequently, two analyses units were composed: attribution of social inequalities to cultural differences and family attribution to cultural differences. It was noticed that a change in the legal framework or the materialization of the theme of cultural diversity in schools is not enough. It is necessary to consider the dialectic contained in the meanings that permeate the teaching practice, composing its multiple determinations. It concludes that the challenge faced by minorities is to build objective and subjective conditions for the experience realization, in the school daily life, of a curriculum that strengthens the identities, socialization and respect for cultural differences of each one.
Keywords:
culture and education, meaning, cultural differences
Alves Gomes, F., Ribeiro da Silva, I., & Antônio Alfredo, R. (2018). Socio-Historical Analysis of the Significations Produced by Teachers About the Cultural Differences. Revista De Psicología, 27(1), pp. 1–11. https://doi.org/10.5354/0719-0581.2018.50749
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