The training of teachers for diversity:

Abstract

In Brazil, inequality is a naturalization of everyday violence experienced by men and women, influenced by gender, race and class. It is essential to consider the interconnectedness of these disparities and the need to include and prioritize marginalized groups in understanding their perspectives and interpretations of reality. It is evidence that, in school environments, teachers are key actors in mediating the teaching and teaching and learning process and, when they commit to the development of a critical and liberating pedagogy, they contribute to the transformation of social reality. In this sense, this study aims to analyses the place of diversity in the curriculum of graduate courses at the Federal Institute of Brasília (IFB), focusing on the integration of diversity issues into the curriculum and alignment with national curricular guidelines for the training of basic education teachers. The research procedure used was the document analysis of theses PPCs from intersectional perspective that privileged the categories of gender, race and class.