Teacher continuing education has been the focus of debates in political and academic contexts. The present paper suggests a " culturally responsive" perspective as a promising way towards that education, and it discusses the knowledge production in the area during the present millennium, through documentary analysis of two Brazilian scientific journals classified as international, as well as of studies presented in the annual meetings of the ANPEd (the Brazilian National Association of Post-Graduation and Research in Education), focusing on its working groups that deal with Teacher Education, Didactics, Education and Ethnic and Racial Relations, and Gender, Sexuality and Education. The data convey an overview of that production, problematising silences, as well as pointing to potentials and challenges of that production. Its relevance comes insofar as it can contribute to thinking about plural ways through which teacher education for cultural diversity may develop.
teacher continuing education; cultural diversity; multiculturalism; knowledge production