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This research deals with a discussion about the complexity of the coexistence of multiple cultures, difference and diversity, in the scope of professional education. The school, as a microsphere of society, must promote the recognition of different knowledge, peaceful interaction, reciprocity, respect and human dignity. Sometimes, however, excluding behaviors are reproduced, marginalization of different cultures, in which conflicts between subjects who interact in the school environment are characterized. Its objectives are to identify and analyze the discourse present in the guidelines and legal regulations regarding difference and diversity in professional and technological education, as well as the interpretation of these documents by teachers and coordinators of a teaching unit of a state public institution of professional and technological education. [ABSTRACT FROM AUTHOR]

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of ECCOM: Educação, Cultura e Comunicação is the property of ECCOM: Educacao, Cultura e Comunicacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is proposed to discuss the current reality of Arts Majoring of teachers' training and their cultural and linguistic policy. This discussion is based on cultural policies, education and teaching mother language, in order to explain about the course curriculum. It aims to present the socio-cultural context in which they operate the Arts Majoring courses in contemporary times; and to identify political and educational discourse of teacher education of mother language as well as the Public Policies for the teaching of Portuguese in Brazil. For the development of this discussion, the methodology is a descriptive, qualitative approach on the curriculum guidelines, the policies of the training of teacher and teaching of mother language. The academic structure is outdated, despite the dedication and theoretical support of different researchers, whose scientific studies on the language are added to the different curriculum of the courses, but not effectively. [ABSTRACT FROM AUTHOR]

This article deals with a description of public policies for the book, reading, literature and library in Brazil, from the creation of the National Book Institute in 1937 until the creation of the National Plan of the Book and Reading in 2006. It aims, through exploratory nature and documentary research, to present the importance of the State action in social policies and policies for the book, reading, literature and library; and it discusses the importance of these policies for the development of a reading population in Brazil from a relationship between reading and citizenship. At the end, it is expected to show the importance of public policies for these areas in order to contribute to the civic education of the population. [ABSTRACT FROM AUTHOR]