EDUCATION AND AFFIRMATIVE ACTION
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Abstract
This text aims to present theoretical and practical reflections on the (un)veiled identities in the formative processes and the current and urgent demands for teachers, as to affirmative actions. A literature review was carried out for the theoretical tessitura from Bauman (2005), Candau (2012), Macedo (2007), McLaren (2000), Silva (2013), Silva (2014), Souza (2011; 2015), Woodward (2014), among others. The results showed the importance of the teaching work based on the difference as a founding aspect for dealing with otherness and respect for difference in order to expand ethnic self-recognition; the identification of identity tensions that interfere in living with diversity; and the need to discuss black and indigenous cultures in the curricula of schools and universities, because it is essential that teachers, students and health professionals understand and respect the culture and ways of living of the peoples and territories where they exercise as a set of affirmative actions.
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