Curriculum for Diversity of Learners and Identities

Teacher continuing education can arguably represent a fruitful opportunity in order to promote learning geared towards making a social difference. Co-constructing curriculum guidelines in a cultural diversity perspective should help boosting that aim, since it means working towards conceiving curriculum perspectives that take into account educational actors from schools and universities acting in partnership in extension projects. In that sense, the present study draws on a multicultural perspective in order to discuss a university extension project that dealt with a curriculum initiative in a municipality located in the state of Rio de Janeiro, Brazil. The main argument that underpins the study and that informed the construction of the curriculum guidelines is based on a multicultural theoretical framework that takes identity building as central to curriculum proposals in a social justice perspective. Based on that, the present paper discusses the main categories and the argument that informed the construction of the guidelines and, afterwards, delineates the steps and some of the main axes that underlined the document produced. The methodology applied to that case study was a design-based research, which has a practical nature similar to the action-research, but in which the presence of a partnership between the researcher and the educational actors involved has been a prerequisite. The study is relevant comparatively in that it may arguably illustrate the challenges and potentials involved in processes that try to translate learners’ diversity and de-essentialization of identities into curricular proposals, in order to promote learning that make a social difference.

Learners Diversity, De-essentialisation

Learner Diversity and Identities

Paper Presentation in a Themed Session

  • Dr. Ana Ivenicki
    • Full Professor, Educational Studies, Federal University of Rio de Janeiro, Brazil Brazil
    • Ana Ivenicki holds a PhD in Education from the University of Glasgow. She holds a Master's degree in Education from the PUC-Rio Education Department and a Bachelor's Degree in Biological Sciences from the Federal University of Rio de Janeiro (UFRJ). She is currently a Full Professor at the Federal University of Rio de Janeiro, where she is in the Department of Educational Studies / Faculty of Education. She is a Researcher for the Brazilian National Research Council (CNPq). She has numerous publications in national and international periodicals, as well as published / organized books, and several works in annals of events. She has been Speaker / Speaker invited in several institutions. He develops research in Multiculturalism and Teacher Training, having special interest in the areas of Comparative Education, Learning Assessment and Institutional Evaluation. She was honored with the CORA CORALINA award by the National Association of Postgraduate and Research in Education / ANPEd and the Secretariat for Continuing Education, Literacy, Diversity and Inclusion / SECADI, conferred on the 36th. Annual Meeting of ANPEd / 2013, Goiânia, for the contribution to Education with Social Inclusion.