Initial formation of teachers and didactics from the inter/multicultural perspective

Abstract

The article begins by presenting the conception of teachers’ formation on which it is based and, in it, by discussing the place and function of initial/basic formation, in which the discussion about the role of Didactics is inserted. Afterwards, it tries to justify the defense of the inter/multicultural perspective and the foremost domains herein involved. The main justification for assuming Didactics on the inter/multicultural perspective is based on the finding that Brazilian public school hasn’t effectively incorporated the demands of the lower social classes as a consequence of the supposed democratization of teaching. The logics of learning consequent need for incorporation, by school, of the contributions from different cultural traditions brought by the students, making room for the critical review of school culture, of its rituals, standards, values, conceptions. Finally, reflections are weaved, looking for reiterating some aspects considered fundamental to the set of discussions undertaken, among which is the one that states that adhering to the inter/multicultural perspective of Didactics does not exclude the discussion of the theoretical basis of pedagogic thinking, neither the concern with aspects of how to do involved in the process of teaching, having the learning of students in sight. The idea defended is that, besides formation, it is necessary to fight for better career and work conditions for teachers.