CURRICULAR POLICIES, TEACHERS TRAJECTORIES AND TEACHING CULTURALLY APPROPRIATE

Abstract

This paper discusses the influences of the myth of racial democracy in educational practices, seeking to highlight public policies to implement changes in the framework of racial inequality in educational context. We elected as a theoretical framework, authors who focus on the teaching culturally appropriate (GAY, 2000; LADSON-BILLINGS, 1994/2001; OOKA PANG, 2005; KING, 1994). An exploratory manner, we analyzed interviews with five teachers from the cities of Niterói and Rio de Janeiro, aiming to identify three main indicators related to our theoretical framework: academic career and process of teacher training; articulation between cultures and pedagogical practices in school life; and sociopolitical consciousness of teachers in relation to the socio-cultural context of the students. Our results indicate the importance of formation of a sociopolitical consciousness to the teachers in building a critical posture to implement an educational process in an intercultural perspective.