In a context of unequal sociocultural relationships in society, school has produced the exclusion of the groups whose cultural backgrounds do not match the prevailing ones. Based on the literature in the area and on an ethnographical case study carried out in a public primary school, the present research aims to: discuss different approaches for teacher education in a multicultural society; identify the cultural backgrounds of the pupils who go to school, according to teacher's perceptions in everyday schooling; pinpoint pedagogical practices which foster the expression of cultural diversity; and incorporate such reflections in proposals and suggestions for teacher's education aimed at the celebration of cultural plurality and at a project of changing school failure.
Initial and continuing teacher education; Cultural diversity; Multicultural education; Teacher's perceptions; Intercultural perspective