A TEACHING STAFF IN (RE)ACTION IN THE (RE)CONSTRUCTION OF TEACHING AND LEARNING DIALOGUES WITH A SCHOOL COMMUNITY IN A VULNERABLE SITUATION
DOI:
https://doi.org/10.5216/ia.v49i3.80738Keywords:
Teacher Training, Multidisciplinarity, Vulnerable School Communities, Resilient Educational EnvironmentsAbstract
This study explores the search for curricula that are more closely aligned with the realities of school communities in vulnerable situations. The objective is to review educational curricula to align them with the realities experienced within the school community where the focal group was developed. The applied methodology was the case study, using interdisciplinary teacher training to align educational practices with contemporary demands, such as inclusion and literacy. The results indicate the creation of "educational pathways" that promote the integration of curricula, skills, and competencies, with a positive impact on the school community, standing out as an effective alternative to modernize education and promote equity.
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