APRESENTAÇÃO

DE APOIO

Princípios da Educação Multicultural

DA DISCIPLINA

Estudo das experiências escolares de estudantes de diversos contextos, levando em consideração

fatores culturais, sócio-econômicos, linguísticos, raciais, entre outros, que diretamente afetam a relação ensino e
aprendizagem. Análise de conceitos como fontes de conhecimento (funds of knowledge), ameaça do esteriótipo
(stereotype threat), e ensino cultural e linguisticamente responsável (culturally and linguistically responsive teaching)
e como estes princípios norteiam a formação de professores no desenvolvimento de conhecimento, habilidades,
estratégias e disposições necessárias para exercer a prática docente.
DA DISCIPLINA

1º ENCONTRO 2º ENCONTRO 3º ENCONTRO

Fernando Naiditch Pedro Savi

Fernando Naiditch
 CONVIDADO
FERNANDO NAIDITCH
Doutor pela New York University. Ensina há mais de vinte e
cinco anos e ensinou não só em seu país de origem, Brasil e América do
Sul, mas também na Europa, Oriente Médio e Estados Unidos. Ele possui
um B.A. em linguística, um diploma (DOTE, Dip. TESL) em ensino de
segunda língua da Universidade de Cambridge, Inglaterra, e um Mestrado
em Aquisição de Segunda Língua da Universidade Federal do Rio Grande
do Sul (UFRGS) no Brasil. Fernando também é um professor de escola
pública certificado no Estado de Nova York e recebeu o Prêmio James E.
Weaver em 2003, concedido pelo TESOL do Estado de Nova York por seu
trabalho e contribuição com alunos de inglês no sistema de escolas
públicas da cidade de Nova York. O Dr. Naiditch especializou-se e publicou
nas áreas de TESOL, Educação Multicultural / Bilíngue, Ensino Cultural e
Linguisticamente Responsivo e Pedagogia Crítica. Como professor e
educador de professores, o Dr. Naiditch trabalhou em diferentes partes do
mundo e conduziu pesquisas em diferentes contextos educacionais sob
vários contextos políticos, sociais e econômicos. Sua pesquisa enfoca o
uso da pedagogia crítica como uma ferramenta para alcançar a eqüidade e
a justiça social na educação e no atendimento das necessidades de
populações estudantis cultural e linguisticamente diversas. É atualmente
Professor Associado no Departamento de Ensino e Aprendizagem da
Faculdade de Educação e Serviços Humanos da Montclair State University,
em Nova Jersey.
PUCRS
PEDRO SAVI
Professor Colaborador do Programa de Pós-
Graduação em Educação da Pontifícia Universidade Católica do
Rio Grande do Sul (PUCRS) e bolsista de pós-doutorado
PNPD/Capes no mesmo PPG, com projeto de pesquisa em ética na
pesquisa e regulação (em andamento). Possui graduação em
Ciências Jurídicas e Sociais (2002), licenciatura e bacharelado em
Filosofia (2012), especialização em Direito Penal Empresarial
(2004) e mestrado em Filosofia (2010), na área de Ética e Filosofia
Política, pela PUCRS. Doutorado em Educação (Filosofia da
Educação) pela PUCRS, com bolsa PROSUP/Capes no Brasil e
bolsa para estágio de doutorado no exterior CNPq/SWE, no
Consejo Superior de Investigaciones Científicas, Madri, Espanha,
entre 06/15 e 03/16. Realiza pesquisas especialmente em Ética,
Filosofia da Educação e Filosofia do Direito.
Multicultural
Education

Dr. Fernando Naiditch

naiditchf@montclair.edu
What is Culture?
CULTURE • Culture: characteristics and knowledge of
a particular group of people
(encompassing language, religion,
cuisine, social habits, interactional and
communication patterns, artistic
expression, etc).

• Culture: shared patterns of behaviors and

interactions, cognitive constructs and
understanding that are learned by
socialization.

• Culture: growth of a group identity

fostered by social patterns unique to the
group.
 Culture
• That complex whole which includes
knowledge, belief, art, morals, law, custom,
and any other capabilities and habits
acquired by man as a member of society" (Sir
Edward Burnett Taylor, 1924).
• His definition includes three important
elements on describing and understanding
culture:
• culture is acquired,
• an individual acquires culture as a
member of a particular society,
• and culture is a complex interplay of
elements (concrete and abstract).
Culture
• Surface and Deep Levels
• Commonalities
• Norms and Patterns
• Validation

• Who decides what culture is?

• Families
• Society and its institutions
• Schools (define and reproduce)
CULTURE

• Sub-cultures
• Micro and Macro cultures

• Mainstream
• Majority v. Minority
(model minority)
• Subordinate groups
 Culture is the sum total of experiences, knowledge, skills, beliefs, values,
and interests represented by the diversity of students and adults in our
schools.

While culture is often defined and perceived by schools as the

celebration of important people, religions, traditions, and holidays, as
Understanding well as an appreciation of the customs of different groups, it is also
more than that.

Culture
Culture includes the everyday experiences, people, events, smells,
sounds, and habits of behavior that characterize students' and
educators' lives.

Culture shapes a person's sense of who he or she is and where he or

she fits in the family, community, and society.
Defining Culture
Today….
• Recognizing
Diversity
• Many Cultures
• Monoculturalism?
• Multiculturalism
What is Diversity?
 Commitment to
recognizing and
appreciating the variety
of characteristics that
make individuals unique
in an atmosphere that
promotes and celebrates
individual and collective
achievement.

(UTK, 2003)
DIMENSIONS OF DIVERSITY

Four Layers of Diversity

(Gardenswartz & Rowe, 1994 & 1998)

The Essence of Diversity
Why is DIVERSITY important?
• Our country, workplaces, and schools
increasingly consist of various cultural,
racial, and ethnic groups as well as SES,
languages and life experiences and
histories.
• Learning about other cultures helps us
understand different perspectives within
the world in which we live.
• Learning about other cultures helps us
understand (and question) our own
perspectives within the world in which we
live.
Why should we care?
• Over 40% of school-age children in the United States today are ethnic minorities.
Percentage distribution of students enrolled in public elementary and secondary schools, by race/ethnicity:
Fall 2003, fall 2013, and fall 2025 (SOURCE: NCES)
Why should we care?
 40% of this same population lives in poverty(with 19% being at or below the poverty level).
 Percentage of 5- to 17-year-olds in families living in poverty, by state: 2014 (SOURCE: NCES)
For first time, minority students expected to be majority in
U.S. public schools this fall (Washington Post, August 21, 2014)
Why should we care?
• 1 in 5 students speaks a language other than English at home.
• (Source: Census Bureau/2013 American Community Survey)
Why should we care?
1 in 3 US residents is a minority.

• Population estimate – 2018: 327.2 million (Source: US Census Bureau)

Why should we care?
Achievement Gap
• the term achievement gap refers to any significant and persistent disparity in academic
performance or educational attainment between different groups of students, such as
white students and minorities, for example, or students from higher-income and lower-
income households.
• The most commonly discussed achievement gap in the United States is the persistent
disparity in national standardized-test scores between white and Asian-American
students, two groups that score higher on average, and African-American and Hispanic
students, two groups that score lower on average.
• Another achievement gap that has received considerable attention in recent years is
the lagging performance of American students on international tests in comparison to
students from other developed countries.
• https://www.edglossary.org/achievement-gap/
Why should we care?
Achievement Gap
• The following list provides a representative sample of the major student
subgroups that tend to exhibit achievement gaps:
• White and minority students
• Male and female students (gender gap)
• Students from higher-income and lower-income households and communities
• Native English-speaking students and English language learners
• Nondisabled students and students with physical or learning disabilities
• Students whose parents have earned a college degree and students whose
parents have not earned a college degree (these students are often called first-
generation if they decide to enroll in college)
• American students and students from other countries
• https://www.edglossary.org/achievement-gap/
 Why should we care?
 Achievement Gap: a matter
of race and class:
→ In the vast majority of
standardized tests, average
scores for African American
and Latino students are
significantly lower than average
scores for White and Asian
students.
Achievement Gap
• Socio-economic factors include:
• income levels (inequality),
• poverty
• educational attainment,
• employment rates,
• housing options,
• neighborhood crime rates,
• and resources available to schools,
(which are worse for African Americans and Hispanics, on
average, than for Whites).

• Opportunity Gap
• These factors contribute to reduced access to educational
opportunities, familial support, good nutrition, healthcare, and
other factors that tend contribute to stronger educational
achievement.
• Fewer opportunities for African American and Hispanic
children to access a wide range of activities and experience
an enriched educational environment from birth onward.
 Achievement Gap
• Minority status giving rise to racism, prejudice,
stereotyping, ethnic bias, and
institutionalized predispositions—such as the
tendency in schools to lower academic
expectations for minorities or enroll them in
less-challenging courses—that may
negatively affect educational achievement
(stereotype threat)
• Lower-quality schools, ineffective teaching,
student overcrowding, dilapidated school
facilities, and inferior educational resources,
programs, and opportunities in economically
disadvantaged schools and communities.
• https://www.edglossary.org/achievement-gap/
Achievement Gap: A Matter of Race and Class
Achievement Gap
Equity is not Equality
 So what is Multicultural Education?
• Education or teaching that incorporates the histories, voices, texts,
values, beliefs, and perspectives of people from different cultural,
ethnic, socioeconomic, linguistic, gender, backgrounds.
• Banks and Banks (1995) define multicultural education as “[…]
equal educational opportunities for students from diverse racial,
ethnic, social-class, and cultural groups.”
• Creating equal opportunities in education isn’t as simple as making
sure every child gets a seat in a classroom.
• One of the most important goals of multicultural education is to
“help all students to acquire the knowledge, attitudes, and skills
needed to function effectively in a pluralistic democratic society
and to interact, negotiate, and communicate with peoples from
diverse groups in order to create a a civic and moral community
that works for the common good.(Banks, 2014)
Multicultural Education – Historical Development

• Given the context of diversity that characterizes schools across the

country, multicultural education appears as a response and as a
philosophical orientation that aims to address the change in school culture
and to offer some directions on how to go about promoting educational
equity and excellence.
• Key Words:
• Access
• Opportunity
• Equity
 American Public Schools

• The Great Equalizer

• “Give me your tired, your poor,

Your huddled masses yearning to breathe free,
The wretched refuse of your teeming shore.
Send these, the homeless, tempest-tost to me,
I lift my lamp beside the golden door!””
• —Emma Lazarus (1849–1887), The New Colossus
 Multicultural Education – Historical Development
• In the United States, multicultural education is
seen as a result of the civil rights movement
of the 1960s (Banks, 2004)
• The focus is on reforming the nation’s schools.
• As a consequence of the Brown vs. Board of
Education of Topeka decision of 1954, the
idea that schools could be separate but
equal no longer prevailed.
• The decision itself did not necessarily
guarantee equal opportunity and social
justice (Ladson-Billings, 2006).
• Instead, the racial, ethnic, and socio-
economic gap became even wider (Bell,
2004).
 The Civil Rights Movement
• The Civil Rights Act of 1964 ended segregation in public places and
banned employment discrimination on the basis of race, color,
religion, sex or national origin.
• The United States “will not be fully free until all of its citizens are free”
(John F. Kennedy, June 1963).
• Under the Civil Rights Act of 1964, segregation on the grounds of
race, religion or national origin was banned at all places of public
accommodation, including courthouses, parks, restaurants, theaters,
sports arenas and hotels. No longer could blacks and other minorities
be denied service simply based on the color of their skin.
• The act also barred race, religious, national origin and gender
discrimination by employers and labor unions, and created an Equal
Employment Opportunity Commission with the power to file lawsuits
on behalf of aggrieved workers.
• Additionally, the act forbade the use of federal funds for any
discriminatory program, authorized the Office of Education (now the
Department of Education) to assist with school desegregation, gave
extra clout to the Commission on Civil Rights and prohibited the
unequal application of voting requirements.

• https://www.history.com/topics/black-history/civil-rights-act
 Civil Rights Movement and Multicultural Education

• Multiethnic Education → Multicultural Education

• Deficiency → Difference

• Diversity → Cultural Pluralism

• Eurocentric, Anglocentric Curriculum →

Multicultural Curricula and Materials

• Multicultural Education is a RIGHT

 • ME as a philosophy, concept or idea: a set of beliefs and values
that represent ethnic and cultural influences on lifestyles,
Defining experiences, and identities of a group. As a philosophy,
multicultural education encompasses cultural pluralism and
Multicultural educational equality and excellence;

Education
• ME as a process: an approach to education that places
multiculturalism as a continuous and systematic element within a
more comprehensive understanding of education. As a process,
multicultural education should not be developed as a program
or method, but as a progressive course of ideas and actions;

• ME as a reform movement: a structural and procedural change

in education that reflects the larger change in society – social
cultural, ethnic, racial and linguistic diversity. As a movement,
multicultural education focuses on empowering individuals
towards social action and transformation.
• Gay, 2004
 • Teaching the Exceptional and Culturally Different: developed in the
1960s, this approach focuses on the academic achievement of ethnic
minorities and students from lower socio-economic status as well as
students with limited English proficiency and those with special needs;
Approaches • Human Relations: this approach was developed as a result of

to desegregation and focuses on improving race relations and promoting

tolerance by fostering positive intergroup relationships and interaction;

Multicultural • Single-Group Studies: also developed in the 1960s, this approach

Education focuses on developing in-depth studies of specific groups, such as

ethnic or women’s studies aiming at raising social consciousness of and
about those groups.

• Multicultural Education: the actual term was coined in the 1970s and
the focus is on the relationships among culture, ethnicity, language,
gender, handicap, and social class in developing educational
programs. Cultural diversity and equal opportunity are at the core of
multicultural education;

• Education that is Multicultural and Social Reconstructionist: this is a more

recent approach that is in fact an extension of multicultural education
and embraces social action. The curriculum should focus on active
student participation in addressing social issues (such as racism, sexism,
classism) and in developing problem-solving skills.
• (Grant and Sleeter, 2008)
 • As a movement, multicultural education represented a
contrast to the prevalence of Anglo-European views
around which school curricula were centered and a shift
to including the perspectives of culturally disadvantaged
populations.

• According to Bennett (2011) four broad principles guided

Multicultural the movement:
a) the theory of cultural pluralism;
Education in b) the ideals of social justice (which would end
the Classroom different forms of oppression);
c) affirmation of all cultures in the process of
teaching and learning, and
d) visions of educational equity and excellence
(which would lead to the academic achievement
of all children).
Civil Rights Movement and Multicultural Education
• Empowerment of minorities and oppressed
populations
• Emancipatory Dynamic
• Assimilation v. Preservation (pride)
• History v. Histories
• Separation between church and state
• Acknowledgement of heterogeneous
demographics
• Citizenship: what it means to be a citizen
• Inclusive education
• “Glocal”: Think globally, act locally
Multicultural Education
– Basic Issues

• White Privilege
• Race Relations
• Microaggressions
• Immigration Status
• Language Status
• Status Quo
• Power and Representation
• SES
• Social and Cultural Capital
Multicultural Education - Aims
• At the heart of the multicultural education
movement is the struggle to end racism and
any other form of oppression (which includes
issues of class, gender, disabilities, sexual
preference) and to eliminate any structural
element in society that creates or reinforces
socio-economic inequalities.
• In America, there is a need to redress issues of
racial inequities in a society that has been
guided by white privilege. Proponents of
multicultural education argue that white
privilege is so deeply rooted in American
society that it goes beyond issues of racial
oppression to also include the experience of
whites, which is seen as “normal” rather than
“advantaged”.
 Stereotype

• A widely held but fixed and

oversimplified image or idea of a
particular type of person or thing.
• Overgeneralization, simplification
• https://www.slideshare.net/arminwisselink/icc-lesson-stereotypes
 • Stereotype threat is the experience of anxiety or concern
in a situation where a person has the potential to confirm
Stereotype a negative stereotype about their social group.

Threat • First described by social psychologist Claude Steele and

Joshua Aronson (1995), stereotype threat has been shown
to reduce the performance of individuals who belong to
negatively stereotyped groups.

• Steele and Aronson (1995) who showed in several

experiments that Black college freshmen and
sophomores performed more poorly on standardized tests
than White students when their race was emphasized.
When race was not emphasized, however, Black students
performed better and equivalently with White students.
The results showed that performance in academic
contexts can be harmed by the awareness that one's
behavior might be viewed through the lens of racial
stereotypes.
 • Since its introduction into the scientific literature in 1995,
stereotype threat has become one of the most widely
studied topics in the field of social psychology.
Stereotype
Threat • Stereotype threat is a potential contributing factor to
long-standing racial and gender gaps in academic
performance.
• Examples:
• Math and gender (STEM)
• Gender roles and professions
• Race and sports
• Jane Elliott: "Blue eyes–Brown eyes" exercise conducted
the day after Martin Luther King Jr. was assassinated
(April 5, 1968).
Fighting Stereotypes
Fighting Stereotypes
Fighting Stereotypes
Fighting Stereotypes
Fighting Stereotypes
Fighting Stereotypes
 • How do we educate students to eliminate bias, pre-conceived
notions, racism, stereotypes?

• Inclusive curriculum (that reflects various and different

experiences)

• Exposure – real world

Stereotype • The binary view of society: black and/or white, good and/or evil
Threat and • Fluidity

Multicultural • Critical Thinking and dialogue

Education