Democratização e universalização da escola pública: um direito de ter direito à diversidade

Abstract

This article reflects experiences from the scientific educational research entitled The Teacher's View in the Face of Cultural Diversity, which aimed to analyze the view of elementary school teachers in the face of cultural diversity. Relevant and necessary, knowledge about historical conceptions of the trajectory of Brazilian public education and its process of democratization and universal access to access was increased. Researchers in the educational area have been discussing ways in which the entire population of school age, regardless of social, ethnic or cultural conditions, is a right to have the right to quality public education with the guarantee of learning. This is being sensitive to the possibility that everyone is equal and everyone can learn. The research had a descriptive qualitative approach, related to the methodological practice of four researched subjects of practice simultaneously in public and private schools in the 9th (ninth) year of elementary school. The methodological instruments used observation and semi-structured interview. The teacher's view revealed that the private school has a differential from the public school, the demand from parents and the availability of didactic and necessary resources for the diversified methodological practice applied in the teaching process.