Critical intercultural education and its potentialities for other school management

Abstract

In an attempt to contribute to the intercultural transformation of school management, this work aims to understand how school managers from three public schools located in the municipality of Chapecó/SC conceive, narrate and position themselves in the face of problems arising from the relationship between the different in the school routine. Assuming a qualitative approach, semi-structured interviews were used methodologically with managers, supervisors and teachers of the schools studied. The results indicated that the intercultural education presents itself as a possibility for managing diversity in complex and diverse institutions such as the school. They point to the need for a public policy that encourages the recognition of the different, problematizes unequal power relations and creates effective conditions for the exercise of dialogue. It concludes that there are many positive actions and intentions underway in the schools studied, but insufficient to overcome a school culture based on the paradigms of exclusion, standardization and monoculturality