Concepções docentes sobre diferença no cotidiano de escolas do Rio de Janeiro

Abstract

A frequent and current debate in Brazilian society is the relationship between cultural differences and everyday school life. This article presents some results of a qualitative study carried out from 2006 to 2009, focusing on the analysis of how teachers identify differences within schools and what pedagogical devices they mobilize to deal with them. The research included semi-structured interviews with primary education teachers, the results of which led to organizing a focus group in which teachers from public and private schools deepened the discussion. This paper aims to present some results of the analysis of the focus group. Among the issues highlighted, it was found that: the processes of identifying differences are generally related to situations of inequality and prejudice; and the use of teaching strategies to face difference either intend to equalize or want to value differences.