DIVERSITY ON STAGE: SCHOOL AS A STAGE FOR RESPECT

Abstract

This article aimed to analyze how initial teacher education, institutional practices, and the school curriculum engaged with diversity, identifying obstacles and possibilities for constructing equitable pedagogical practices. The study addressed the interactions between schools and social markers of difference, focusing on ethnic-racial, gender, and sexuality relations in basic education. For this purpose, a bibliographic research was conducted, based on the analytical reading of scientific texts published between 2015 and 2024, accessed through the CAPES Journals database, using criteria of thematic relevance, theoretical consistency, and peer-reviewed publication. The analysis revealed the persistence of limited teacher education, marked by superficial approaches and a lack of articulation with legal frameworks aimed at inclusion. Furthermore, it was observed that school practices continued to reproduce stigmas and stereotypes, while the curriculum remained oriented by Eurocentric and exclusionary references. It was concluded that overcoming these limitations required a revision of training guidelines, curricular reorganization, and institutional commitment to equity. The findings also pointed to the need to reconfigure school content based on plural epistemologies, recognizing historically marginalized subjects as legitimate producers of knowledge.