Promoting interculturality and inclusion for black students in elementary school: a case study on pedagogical practices
a case study on pedagogical practices
DOI:
https://doi.org/10.47966/avan-inv.2025.12108-24Keywords:
interculturality, inclusion, basic education, black students, pedagogical practicesAbstract
Abstract
This study analyzes the effectiveness of inclusive pedagogical practices and valuing cultural diversity in black students in the 5th year of Elementary School at Escola Municipal Mota Junior, in São Bento, Maranhão, during 2024 to 2025. The objective is to investigate the impact of these practices on promotion of an equitable society, with an emphasis on the effects on students' identity, self-esteem and academic performance. The qualitative methodology adopted comprises semi-structured interviews with educators, didactic content analysis, classroom observations and focus groups with students to explore their perceptions about intercultural initiatives. The results reveal a notable increase in black students\' self-esteem and greater appreciation of cultural diversity. There was also an improvement in interpersonal relationships between students from different backgrounds and significant advances in the academic performance of black students, indicating that practices focused on interculturality and inclusion enhance learning and foster a more inclusive and fair educational environment. It is concluded that implementing pedagogical strategies that emphasize interculturality and inclusion is crucial to encourage respect for diversity and promote racial equality. This study highlights the need for educational policies that support such practices, aiming to provide an education that not only empowers all students, but also prepares them as active citizens in a fair and supportive society.
Keywords: Interculturality, Inclusion, Basic Education, Black Students, Pedagogical Practices
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