Cultural Diversity Seen as a Pedagogical Advantage: Differences Addressed in Favor of Equality

Abstract

The purpose of this work is to present reflections on the cultural perspectives that impact the school
environment, focusing studies on cultural diversity seen as a pedagogical advantage, in the face of tensions
and contradictions in educational policies that neglect the differences manifested in schools, thus promoting
social inequality, with exclusionary pedagogical practices based on market logic; based on some theoretical
references, such as Candau (2014), Hall (2006), Sacristán (2001), and Chauí (2006), among others who
have substantiated major views on this topic. The theme is relevant when correlated with everyday school
life and its interests that converge with democratic school practice. There is a monocultural tendency, with
a Eurocentric, white, Christian, and neoliberal view that is an integral part of global hegemonic policies,
which have been directly impacting education. More recently, they have served to express what lies beneath,
to overcome control over schools, especially in neoliberal times, which control schools through public actions
and policies, dictating what should or should not be taught and to whom it should be taught, in an attempt to
exclude those who are different, according to the precepts that there is only one cultural standard and all
others are relative.