FORMAÇÃO DOCENTE PARA A DIVERSIDADE CULTURAL E ÉTNICA: REFLEXÕES A PARTIR DA REALIDADE SOCIOCULTURAL PARAENSE

Pará, located in the Northern region of Brazil, stands out for its rich cultural and ethnic diversity, with significant presence of indigenous peoples, quilombola communities, riverine populations, and urban communities of African, European, and Asian descent. However, this plurality is not always valued in the educational context, where homogenizing and discriminatory practices persist. Historically, schools have reproduced racial and cultural inequalities, marginalizing Black and Indigenous identities, as highlighted by Nilma Lino Gomes (2012). In Pará, this reality is even more complex, requiring an intercultural and decolonial educational approach that recognizes and values traditional knowledge. Teacher training in the state faces challenges such as lack of infrastructure, geographical distance, and insufficient public policies focused on intercultural education. Nonetheless, initiatives like intercultural degree programs offered by public universities aim to prepare teachers to work in this context. Authors such as Boaventura de Sousa Santos (2010) and Paulo Freire (1996) advocate for an education that promotes dialogue between different forms of knowledge and social transformation, while Grada Kilomba (2019) emphasizes the need for anti-racist training. In summary, teacher training in Pará should be guided by an intercultural and anti-racist perspective, overcoming homogenizing practices and promoting respect for differences. Schools, as spaces for civic education, play a fundamental role in valuing cultural and ethnic diversity, contributing to a more just and equitable society.