摘要：This article discusses the construction of inter/multicultural pedagogical practices in the elementary teaching, as opposed to the conception of the teaching knowledge. For that, it analyzes the results of two researches, from doctorate theses, both of which deal with pedagogical practices by teachers that were willing to work in the inter/multicultural perspective. It proposes the idea that in order to develop the inter/multicultural school content it is not enough that the teacher construct and trigger the knowledge, in the rational perspective, but that such knowledge be conjugated with beliefs and values coherent with this kind of acting, which require a more honest self-perception by the teachers. It defends the idea that the discussion of teaching knowledge is very much connected to the ethical dimension — the ethics of human, of being-more — towards the universalization of minimum ethical aiming at the preservation of human dignity. Finally, it shows considerations regarding the consequences of such ideas to teachers’ formation as well as to their teachers’ formation.
关键词：Inter/multiculturality;Teaching knowledge;Teacher formation;Curriculum in action.
