Cultural diversity and pedagogical practice: reflections and challenges in basic education

Abstract

This study analyzes the challenges surrounding pedagogical practice in the school context from the perspective of identity and cultural diversity, which are essential factors for promoting inclusive and equitable education. The research is aligned with Law No. 13,018/2014, which fosters cultural initiatives, as well as with the National Curriculum Guidelines, which aim to develop values such as solidarity and democracy. It is also grounded in Law No. 10,639/2003, which made the teaching of Afro-Brazilian History and Culture mandatory, along with guidelines addressing the fight against racism in schools. Furthermore, it draws on guiding documents such as the Brazilian National Common Curricular Base (BNCC) and a literature review of authors such as Candau (2023), who discusses the relationship between education and culture, among others. Using a qualitative, bibliographic, and documentary approach, the analysis reveals that, despite legal and regulatory progress, monocultural practices, institutional resistance, and gaps in teacher training persist, hindering the effective appreciation of diversity in everyday school life. The article highlights the need to intentionally and effectively renew pedagogical practices to integrate cultural diversity and promote respect and dialogue. It concludes that overcoming these barriers requires strategic and collaborative planning, effective articulation between school management and the community, and the implementation of training actions for understanding multiculturalism. The study contributes to the contemporary debate on inclusive educational policies and provides insights for reflection in the field of education, focusing on the role of the school in a multicultural context.