CONTINUOUS TEACHER EDUCATION IN A MULTICULTURAL PERSPECTIVE: THE PLACE OF ORAL NARRATIVES IN SCHOOLS

Abstract

This article aims to reflect on the pedagogical work with oral narratives in a multicultural perspective from a continuing education course for teachers. It presents reflections and suggestions resulting from a qualitative participatory research with 15 (fifteen) Basic Education teachers in the city of Tapiramutá/Bahia. Therefore, we take as theoretical path the perspectives of Candau and Moreira (2008), Giroux and Simon (1994) and Iveniki (2018). In the text, the pedagogical potential of oral narratives is discussed in general terms as a way of overcoming the antagonistic, dichotomous, speech and writing vision, which is evident in the school context and even in the curriculum, in which the emphasis is placed under writing. In addition to cultural richness, we realize that oral narratives are sources of enchantment for listeners and/or readers who are seduced by a simple, colloquial language, marked by regionalisms and gender variations, which facilitates understanding and interpretation, in addition to bring and attract the subjects involved. As a result, it presents reasons for inserting narratives into school practices, as well as suggestions for proposed activities indicated by teachers in training, for the use of oral narratives in everyday school life. We believe that the Oral Narratives - Interlaces with Pedagogical Practices course fulfilled the role and objectives that were outlined, especially with regard to the dialogue with storytellers and their cultural riches, as well as for the reflexivity of themes from educational actions with aimed at an education for cultural plurality, guided by a multicultural perspective.