Education and cultural differences: boundary educational practices in basic education

The text addresses the meaning policies regarding boundaries and cultural negotiation produced in the educational practices of Basic Education teachers in the relation with the cultural differences that trespass everyday school life. It is part of a study aimed at understanding how Primary Education teachers signify cultural differences in their educational practices. It is a qualitative study with an (auto)biographical approach, in dialogue with the Cultural Studies in education, using educational practice journals, narrative interviews, and the biographical workshop for collecting information. The study revealed the experience with the differences in school in articulation with the cultural changes woven by clashes, conflicts, affirmation, denial, and negotiations. The results pointed towards different boundary spaces in the relationship between Education and differences, in which the movement and negotiation of meanings are essential to the formative process of teachers and students. Regarding the educational practice, the teachers narrate their experiences by placing them between the rigid boundary, with limitations, free from conflicts, denial, or resignation with differences; and the moving boundary, with the construction of spaces so that differences can be triggered, challenged, and problematized.