Professores enfrentando in/equidades
compreensão, reconhecimento e ação
Palavras-chave:
professores, estratégias de equidade, compreensão da equidade, reconhecimento da equidade, ações de equidadeResumo
O trabalho de equidade dos professores é frequentemente discutido na literatura de pesquisa, no entanto, há pouca evidência empírica sobre a natureza deste trabalho. Este artigo explora os entendimentos, reconhecimentos e ações dos professores em relação às in/equidades em suas escolas. Os dados foram obtidos a partir de entrevistas com quinze professores de escolas urbanas que se dedicam ao trabalho de equidade. Embora os pesquisadores reconheçam que a compreensão da equidade e da diversidade desempenha um papel fundamental na preparação dos professores para lidar com as iniquidades em suas escolas, pouco se sabe sobre esse processo. Os resultados mostram que, embora todos os participantes compartilhem um compromisso comum com o ensino pela equidade, eles mantinham ideias diferentes sobre o significado da equidade, o que era a equidade e qual deveria ser seu papel para corrigir a iniquidade. A compreensão dos participantes sobre in/equidade revela existir em um espectro de menos para mais desenvolvido, como foram suas ações. Os resultados também ilustram inconsistências no que diz respeito ao lugar onde os participantes existiam na continuidade do entendimento em relação às suas ações. A natureza do nível de compreensão dos participantes, o modo como descreveram os seus reconhecimentos de equidade e as ações que empreenderam para abordar as iniquidades, são descritos tematicamente para ilustrar a sua natureza geral, dado que há pouca informação disponível sobre a compreensão e reconhecimento dos professores sobre iniquidade.
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