EDUCATION AND SCHOOL DAILY LIFE: TEACHERS' CHALLENGES IN THE CONSTRUCTION OF INTERCULTURAL PEDAGOGICAL PRACTICES

Abstract

This article aims to address the challenges faced by teachers in the construction of intercultural pedagogical practices from the perspective of everyday school life. Regarding the method, it is a qualitative research, of an exploratory nature, involving a bibliographic survey, having as reference material already published, consisting mainly of books, scientific articles from periodicals available on the Internet. The theoretical framework used is based on Candau (2008, 2010, 2011 and 2016). When working on the relationship between these three vertices - school routine, challenges for teachers and intercultural pedagogical practices - we realized the need to articulate equality policies and identity policies, which have been a fundamental concern of both government bodies and social movements, non-governmental organizations government agencies and other civil society actors, while we understand, however, that, within the scope of school education, it is possible to detect a feeling of powerlessness, as we do not know how to deal positively with these issues. Within this perspective, it is perceived the difficulty of delving into the problem of interculturality, understanding that it is the school's challenge to work with diversity.