| dc.description.abstract | The thesis aims to problematize the discourses about cultural identities, proliferated in contemporary education. In the intersection between Michel Foucault's theorizations and theorizations that are based on contemporary social thought, it articulates discourse and government as analytical tools and circumscribes the theoretical limits that guide research. To undertake the analyzes, it takes three heterogeneous materials sets consisting of: 1) publications of the Ministry of Education, within the scope of policies of diversity attention; 2) Nova Escola Magazine publications, and; 3) publications of agencies linked to the State, such as IBGE, IPEA, UNESCO and UNICEF. The analysis of the materials shows how the relations between cultural diversity and education were incorporated into the political agenda of the Brazilian State throughout the twentieth century and circumscribes the way in which policies of diversity attention affect in the school space and define school practices. The research shows two identity government strategies, outlined in educational policies: the tolerance production and the stigma inversion. Both strategies seek to meet a goal for education: to dampen discrimination practices. Finally, it concludes that the partial inversion of stigma precludes the incorporation of the desired tolerance in the relationships between individuals, making these strategies not to produce the expected effects in reducing discrimination practices. | en |
