Child Education and Literacy Learning for Multicultural Societies

The case of the Brazilian National Curricular References for Child Education (NCRs)

Bibliographic Data

ID11919495
AuthorsAna Canen (Universidade Federal do Rio de Janeiro, corresponding author)
Year2003
Volume33
Issue2
Pages251-264
Publication date2003-06-01
Open AccessNo
TypeARTICLE
VenueCompare A Journal of Comparative and International Education (JOURNAL)
Journal identifiersISSN: 0305-7925 • E-ISSN: 1469-3623
PublisherTaylor & Francis (PUBLISHER • GB)
DOI10.1080/0305792032000070011
OpenAlexW2085581805
LanguageEN
Citations received2
References cited10

The present paper discusses possible ways to promote a multicultural child education and literacy learning, focusing on identity building and language development. In the light of that framework, it critically analyses the Brazilian government's recently issued 'National Curricular References for Child Education'. It argues that the predominance of a monocultural, cognitive-based approach to child education and literacy learning, evidenced in the document, should be detrimental to children whose cultural and linguistic patterns are discontinuous with the school ones. It also highlights potentials of the multicultural thinking in reducing literacy learning discrepancies and promoting educational equity

Equity (law · Government (linguistics · Identity (music · Linguistics · Literacy · Mathematics education · Multicultural education · Multiculturalism · Pedagogy · Political science · Sociology · Education Pedagogy and Practices · Linguistics and Education Research · Multilingual Education and Policy · Psychology

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