The continuing education of Gadje teachers in the municipality of Raposa/MA

Abstract

This article presents a research situation conducted in the municipality of Raposa/MA, on the training of Gadjé teachers in the face of the cultural diversity of students. The investigation originated from questions raised by the experience of a public school teacher in the municipality of Raposa, when faced with a student body composed of Gypsy and non-Gypsy children. Based on this larger exercise, this article addresses the challenge involved in the training of non-Gypsy teachers, who need to deal with cultural and ethnic diversity in the school environment. The objective is to analyze the training of Gadjé teachers in the municipality of Raposa/MA in the face of these issues. To this end, we present the reflections of experts on teacher training and the importance of including diversity, as well as present the first empirical evidence found. This article adopts a qualitative approach, collecting the statements of teachers in the categories of Teacher Training, Cultural Diversity and Gypsies, and using content analysis techniques, according to Bardin (2011). We also rely on the methodological contributions of Historical-Critical Pedagogy. The main finding of the research is that the training of Gadjé teachers in the municipality of Raposa can be improved by incorporating inclusive and culturally sensitive practices that consider the seasonality and specific cultural habits of Roma families. We conclude by presenting perspectives for training that reaches not only teachers, but also the cultural diversity of students, highlighting the possible challenges faced by both.