MULTICULTURALISM AS A COLOR(ACTION) FOR CHILDREN'S EDUCATION IN BRAZIL?

Abstract

This article presents three perspectives that multiculturalism encompasses: assimilationist multiculturalism, differentialist multiculturalism, and interactive multiculturalism (interculturality). In this sense, the multiculturalist approach emerges as a mechanism with characteristics that would enable the valorization of differences and diversity in the production of identities of socially subalternized and stigmatized groups. Multiculturalism would thus play an important role in understanding and strengthening the struggles waged by historically marginalized groups. Within this excluded population, this article focuses on the situation involving Brazilian children, especially black, indigenous, orphaned, and exposed (abandoned) children, identifying different challenges and abuses to which they were subjected during the colonial period, the Brazilian Empire, and the republican phase. Finally, this work aims to expand the words that offer a new understanding of education, with the potentialization of children's singularities and the alert for a new way of seeing nature, physical spaces and experiences, replacing competition with solidarity and criticizing the modeling process that children are victims of in childhood.