Uma proposta de diálogo intercultural na formação de professores para alunos cotistas

Abstract

The equality is to be seen as a right to be guaranteed by the State in an equivalent proportion to the different citizens; equality means that each person may be different, and while being assisted by the State to minimize the situations that may put them at a disadvantage. It is inefficient to treat individuals in a generic and abstract way. It is necessary the specification of the subject of law, which must be seen in its particularities and peculiarities, considered the cultural contexts in which it is inserted, their history. In Brazil, as it has occurred in the USA in 1960 s, Affirmative Actions were adopted, aiming the realization of the equal opportunities and the neutralization of the effects of racial discrimination, gender, age, national origin and physical complexion, which materialize, for example, by reserving vacancies by public institutions of higher education in their student selection contests. Along these lines, this present research was conducted within the line Formation, knowledge and professional development - LP1, where I propose intercultural education as a dialogical solution of the conflicts arising from new relations established in the classroom with the admission of students in Universities through the system of quotas. The quota policy aims to reduce the given inequality to social groups historically marginalized in the society. However, the faculty and students of the institutions has been directly affected by the diversity of opinions, often expressed through words, often in attitudes. Passing through the historical origins of affirmative policies, that originated the quota system, as well as the legal foundations that supported its implementation, we sought to investigate possible ways of mobilizing teacher training , through theoretical and epistemological contributions from the perspective of Intercultural Education integrated into the faculty act, as a proposal for dialogue solution of tensions arising from the arrival of 'new' students to higher education Institutions. To carry out this study, I adopted the qualitative research as methodology, and also, as a process of execution of the methodology itself, being method, the way to be gone to achieve the proposed objectives. At the end, I conclude, therefore, that it is necessary to be developed teacher training towards teaching methodologies that integrates these new students to the classroom, which are proposed, occurs in intercultural perspective.