Curricular practics and policies, multiculturalism and violence in schools

Authors

  • Ana Maria Eyng Pontifícia Universidade Católica do Paraná, Curitiba, Parraná

DOI:

https://doi.org/10.5902/198464442351

Keywords:

Curricular policies, Diversity, Violence in schools.

Abstract

This study aims at provoking the dialog about the relationship between school curriculum, diversity and violence in schools, having a reference in the conceptual issues analized in the texts of Arroyo (2007), McLaren (2008), Silva (2007), Castels (2008), Apple (2008), Candau (2005, 2008), Hall(2006), Moreira (2002, 2003), Ball (2001), Bordieu (1996), besides legal documents that define the current educational policies. The tensions that surround and cross the school context, the power struggles, interests and the diversity contribute to the configuration of the phenomenon of violence in schools. In this context, marked by inequalities and exclusion, the formulation, implementation, and evaluation of curricular policies and practices that make real the dialog towards the tensions and conflicts produced by approaches, monocultural, ethnocentric and hegemonic is seen as fundamental.

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How to Cite

Eyng, A. M. (2010). Curricular practics and policies, multiculturalism and violence in schools. Education, 35(3), 395–412. https://doi.org/10.5902/198464442351

Issue

educação v. 35, n. 3, set./dez. 2010

Section

Dossier: Education, Conflicts and Violences at School

License

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