Análise teórico-prática sobre o multiculturalismo e a colaboração como formas de lidar com as diferenças

Abstract

This research aimed at understanding how to deal with differences based on a teachinglearning proposal which promoted multiculturalism and collaboration. In order to do so, it was divided in two parts. The first consisted of a bibliographical research about difference, multiculturalism and collaboration backed mainly by Semprini (1999), Sacristán (1995), Bakhtin (1979/1992; 1929/1973), Santos (2008), Vygotsky (1930a/1994; 1930b/1994), Williams (1958/1989; 1980), Candau (2011), Silva (1999; 2000), Gonçalves e Silva (2006), Ninin (2011; 2013), Magalhães (2011), Liberali (2008; 2009; 2013a; 2013b; 2015), Charaudeau (2015), Fullan e Hargreaves (2000), among others. The second involved a Critical Collaborative Research, in which data about the proposal of DIGIT-M-ED Brasil Project elaborated by its coordinator and about videos of four workshops occurred in the first semester of 2015 was produced, collected and selected. The analytical and interpretative procedure implicated on the establishment of categories and further presentation and interpretative analysis of the DIGIT-M-ED Brasil Project’s proposal, of the work realized in the first semester of 2015 in São Paulo and of one of the activities of this work. This way, it was possible to investigate the importance of having a safe, trusty and open environment, full of humility and care, so that differences can be dealt in a positive way. Besides, it was highlighted that the presence of a relevant and necessary object to all the involved, the major representation possible of different cultures and the navigation through multiple knowledges (like intra and extra school) also constitute interesting strategies of dealing with the other. Similarly, a critical and collective way of working that takes into consideration ethical and political judgments and democratic reflections about gains and losses, joint decisions, creation of new and shared synthesis and argumentation and deliberation, in addition to relational agency, mutual help, interdependence, place for individuality and alterity, responsivity and multimodality also appeared to be essential. These aspirations were generally found in DIGIT-M-ED Brasil Project, and both the theoretical background and the educational context indicated that multiculturalism and collaboration are fundamental elements to work in a way that allows individuals to seize the value of differences and to transform their contexts which are full of social injustices into more respecting, inclusive and warm realities