Multiculturalismo: a educação no século XXI

Anil  Vila

Authors

Anil Vila Polytechnic Institute of Humanity and Technologies – ISUPEKUIKUI II – Huambo, Angola https://orcid.org/0000-0001-7696-8075

Keywords:

multiculturalism, culture, education, globalization

Abstract

The growing international mobility has contributed to the cultural heterogeneity of societies. Education on 21st century is aimed to respond to educational demands in multicultural societies, where different cultural groups have substantial differences in learning. This article critically analyzes the multicultural approaches that exist within the scope of literature, which allow creating conditions for multicultural education in the present century. In a theoretical-conceptual approach, the literature review proposes to form the identity, competence and multicultural personality of the teacher and student; restructuration of school curriculum; reduce the prejudice at school and in the classroom; promote multicultural culture at school and apply egalitarian pedagogy. We hope that this reflection attends as a contribution that raises discussion on the theme and provides the basis for curriculum reinvention in monocultural contexts.

Author Biography

Anil Vila, Polytechnic Institute of Humanity and Technologies – ISUPEKUIKUI II – Huambo, Angola

The growing international mobility has contributed to the cultural heterogeneity of societies. Education on 21st century is aimed to respond to educational demands in multicultural societies, where different cultural groups have substantial differences in learning. This article critically analyzes the multicultural approaches that exist within the scope of literature, which allow creating conditions for multicultural education in the present century. In a theoretical-conceptual approach, the literature review proposes to form the identity, competence and multicultural personality of the teacher and student; restructuration of school curriculum; reduce the prejudice at school and in the classroom; promote multicultural culture at school and apply egalitarian pedagogy. We hope that this reflection attends as a contribution that raises discussion on the theme and provides the basis for curriculum reinvention in monocultural contexts.

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