“RULES ARE RULES, EVEN WHEN THEY DON'T EXIST”

moral panic and multiculturalism in teaching practices

Abstract

The second decade of this century is being marked by the rise of conservative discourses and political perspectives that seek to erase achievements and popular struggles that marked victories of groups and social movements of political minorities that have reflected in agendas in the curriculum fields of education. In this perspective, the aim of this article is to reflect some axes triggered by the “moral panic” in teachers who performed formations in gender, sexuality and ethnic-racial relations offered by the Federal University of Rio Grande, from 2007 to 2016, taking into account the decolonial multiculturalist provocations. Therefore, we held four rounds of conversations in which about 24 teachers of Basic Education from the Mesoregion of southeastern Rio Grande do Sul were divided. In their narratives, the teachers presented the school as a universe of multiple cultures based on differences that could not be hierarchized, what evidences the appreciation and recognition of the political-identity multiplicity that makes up schools. The psychosocial and political damage that conservative advertisements have been producing in their pedagogical practices, however, was latent.