A sensibilização sobre a diversidade étnico-racial na formação inicial e/ou continuada de professores de linguas

Abstract

Current paper investigates how the insertion of the ethnical and racial diversity issue in the academy may be a positive contribution in the initial stages of teacher training in the area of languages, opening their world view to unrestricted citizenship for all, and how it may also contribute towards their continued training to differentiate teachers work before and after their participation in extension courses and discussions on racial diversity. Research is based on the work of Gomes (2003; 2005), Hall (2002), Moita Lopes (2002), Silva (2001; 2002) and Romão (1997), who studied identity, racist practices, ethnical and racial relations and the curriculum. Ethnographic research in education obtained data from forty participants, on their thinking and attitudes with regard to ethnical and racial diversity. Results show the need for conscience-awareness of the importance of the issue and the urgency in offering courses, projects or subject-matters that prepare educators for this reflection.