Educação multicultural: actualidade e pertinência
Authors: Maria Vieira Da Silva
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The purpose of this article is to reflect on today and the importance of multicultural education, without approaching the differences between the terms «multicultural education» and «intercultural education». This article will contextualize the multicultural education movement socially and in time and focus on James A. Banks thinking, in order to show how much the principles and objectives of multicultural education still need to be developed. In fact, independently of the curricular changes suggested and the adjustments proposed by Banks, the teacher´s role is valued as an element that, by itself and independently of the subject taught, exercises a fundamental partin multicultural education and in the preparation of his students to human diversity, respect for others and understanding, acceptance and dialogue with those who are different. The search for common elements, whether local habits, ways of being, living and acting, religious conceptions, values and others, constitute a fundamental objective with view to reinforce solidarity and the construction of a fairer and more human society. The recipients of multicultural education are not only those who are different; by the contrary, the more monocultural a society and community present themselves, the greater is the need to make the different known.