Teacher training and strengthening the pedagogical actions that address ethnic-racial diversity in schools: an integrative review

Abstract

The school curriculum has always been determined by the Eurocentric vision of teaching and has promoted the erasure of various ethnic groups from mandatory subjects. In this scenario, teacher training occupies a prominent place and can help promote pedagogical actions that value cultural and ethnic-racial diversity in the school environment. From this perspective, the study aimed to show how teacher training can strengthen pedagogical actions that work on these issues with students. The methodology used for this purpose was integrative review, with qualitative approach. Data collection took place in the SciELO database and on academic websites. It was observed that it is necessary to be prepared to deal with these issues within the school. The results demonstrated the importance of training (initial and continued) for transforming school reality.