Multicultural literature can sometimes act as a window, a mirror or a sliding glass door that introduces people to different worlds that are real or unreal, familiar, or strange. Through these windows, the reader gets an insight into the lives of others, inviting readers to reflect on their views and environment. The purpose of this study is to understand how teachers include and work with multicultural literature for grades 4-6 in the Swedish subject, and how they describe and use multicultural literature in their teaching to endorse tolerance and critical consciousness. The study is based on a mixed-method approach, using a quantitative survey and a qualitative interview for indepth knowledge. The theoretical framework in this study is based on the intercultural perspective that includes central concepts such as interculturality, the intercultural pedagogical perspective, intercultural learning and intercultural competence. In summary, the result shows that there is a deficit of knowledge in how teachers can use multicultural literature in their teaching but also how they can work with intercultural learning. Based on the results from both the survey and the interviews, there is a good understanding among the respondents regarding the beneficial effect of including multicultural literature and the multicultural perspective in teaching, especially when choosing children's literature. However, there is a certain insecurity and inexperience of how to work with multicultural literature or intercultural learning, which reflects the scarcity of multicultural literature to students. Mainly because of poor access of what is classified as good quality multicultural books, but also because it is time-consuming to find the right books and activities, and a lack of a deeper intercultural pedagogical competence in the respondents.

Submitted by Elciclei Santos (elcicleisantos@hotmail.com) on 2018-10-28T01:47:49Z No. of bitstreams: 2 Tese Elciclei.pdf: 5425940 bytes, checksum: ce6711941a150645aae136e988064f2b (MD5) ATA de defesa de tese Elciclei .pdf: 299331 bytes, checksum: d9457543a2665510cfe619966296a6ed (MD5) / Rejected by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br), reason: A "Carta de Encaminhamento para o Autodepósito" deve ser um dos documentos anexados. Link http://biblioteca.ufam.edu.br/servicos/teses-e-dissertacoes on 2018-10-29T12:46:09Z (GMT) / Submitted by Elciclei Santos (elcicleisantos@hotmail.com) on 2018-10-30T13:46:18Z No. of bitstreams: 2 Tese Elciclei.pdf: 5425940 bytes, checksum: ce6711941a150645aae136e988064f2b (MD5) ATA de defesa de tese Elciclei .pdf: 299331 bytes, checksum: d9457543a2665510cfe619966296a6ed (MD5) / Rejected by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br), reason: É necessário anexar a "Carta de Encaminhamento para o Autodepósito" disponível modelo em http://biblioteca.ufam.edu.br/servicos/teses-e-dissertacoes Dúvidas? ddbc@ufam.edu.br on 2018-10-30T15:46:40Z (GMT) / Submitted by Elciclei Santos (elcicleisantos@hotmail.com) on 2018-10-31T02:19:20Z No. of bitstreams: 3 Tese Elciclei.pdf: 5425940 bytes, checksum: ce6711941a150645aae136e988064f2b (MD5) ATA de defesa de tese Elciclei .pdf: 299331 bytes, checksum: d9457543a2665510cfe619966296a6ed (MD5) Carta de Encaminhamento.pdf: 253797 bytes, checksum: 895e077ed79eccc5d608829f8785203b (MD5) / Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2018-10-31T15:39:02Z (GMT) No. of bitstreams: 3 Tese Elciclei.pdf: 5425940 bytes, checksum: ce6711941a150645aae136e988064f2b (MD5) ATA de defesa de tese Elciclei .pdf: 299331 bytes, checksum: d9457543a2665510cfe619966296a6ed (MD5) Carta de Encaminhamento.pdf: 253797 bytes, checksum: 895e077ed79eccc5d608829f8785203b (MD5) / Made available in DSpace on 2018-10-31T15:39:02Z (GMT). No. of bitstreams: 3 Tese Elciclei.pdf: 5425940 bytes, checksum: ce6711941a150645aae136e988064f2b (MD5) ATA de defesa de tese Elciclei .pdf: 299331 bytes, checksum: d9457543a2665510cfe619966296a6ed (MD5) Carta de Encaminhamento.pdf: 253797 bytes, checksum: 895e077ed79eccc5d608829f8785203b (MD5) Previous issue date: 2018-08-27 / This research has as its theme the graduation process of Mura indigenous teachers under the light of the Indigenous Teachers Graduation Course of the Federal University of Amazonas - UFAM. The pedagogical process of such a course emerges from a series of dialog, creation, implementation processes between UFAM Professors and Mura Indigenous Teachers Organization – OPIM. The choice of such theme took inspiration in this educator and researcher’s experience in a variety of courses taken with other indigenous teachers, specially those of the Mura ethnical group with whom several researches have been developed. The object of this thesis aimed to investigate the existence of a correlation between the intercultural magnitude of Teachers graduation process and this of these indigenous teachers’ pedagogical practice at their schools. In order to respond to the questioning made in this thesis, these other questions were made: how does the Indigenous Teachers Graduation Course conceive the interculturality? What disciplines, subjects and activities lead to interculturality in a Mura class? What activities reverberate the intercultural magnitude in the Mura teaching practice? The investigation was conducted from: documental analysis, observation of the teaching practice in two Mura schools and semiformal interviews with Mura teachers and with those from UFAM who worked with the Mura class along the graduation course. Given the singularity of the social individuals involved, this study made use of the qualitative methodology of research, guided by the Hermeneutic-Dialectic Method (MINAYO, 2006). The result of the investigation defends that there exists a correlation between the intercultural scope of teachers graduation and the intercultural scope of the pedagogical practice of teachers at school. Such a practice is seen as intercultural due to the form as the Mura teachers articulate knowledge from their own culture with others from different societies; how they contextualize knowledge from a local sphere to a universal one; how they use such knowledge from several areas situating its practice in the interdisciplinary and intercultural perspectives in the pursuit of welfare. / A pesquisa tematiza a formação de docentes indígenas, sob a ótica da experiência do Curso de Licenciatura Formação de Professores Indígenas da Universidade Federal do Amazonas – UFAM. O Projeto Pedagógico do referido curso emerge a partir de um processo de discussão, elaboração, implantação e diálogo compartilhado entre docentes da UFAM e da Organização de Professores Indígenas Mura – OPIM. A escolha do tema foi instigada a partir da experiência como pesquisadora e formadora em cursos junto a docentes indígenas, em especial junto aos docentes mura, com os quais desenvolvemos diversas pesquisas. A problemática da tese buscou investigar a existência de uma correlação entre a dimensão intercultural da formação e a dimensão intercultural da prática pedagógica de docentes indígenas na escola. Para responder a problemática levantada pela tese, fizemos as seguintes indagações: qual a concepção de interculturalidade presente no Projeto Pedagógico do Curso de Licenciatura Formação de Professores Indígenas? - Quais disciplinas, ementas e atividades apontam para a promoção da interculturalidade na turma Mura? - Que atividades repercutem a dimensão intercultural na prática docente mura? A investigação foi realizada a partir de: análise documental, observação da prática pedagógica em duas escolas indígenas mura e entrevistas semiestruturadas com docentes mura, bem como docentes da UFAM que atuaram no curso, turma Mura. Pela singularidade dos sujeitos sociais envolvidos, este estudo utilizou a metodologia qualitativa de pesquisa, orientada pelo método da abordagem hermenêutica-dialética (MINAYO, 2006). O resultado da investigação defende a tese de que existe uma correlação entre a dimensão intercultural da formação docente e a dimensão intercultural da prática pedagógica de docentes indígenas na escola. Tal prática se caracteriza como intercultural pela forma como os/as docentes mura articulam os conhecimentos da cultura mura aos conhecimentos de outras sociedades; contextualizam os conhecimentos partindo do local para o universal; utilizam conhecimentos das diversas áreas do conhecimento situando sua prática na perspectiva interdisciplinar e intercultural na busca do bem viver.

Studiens syfte är att bidra med kunskap om några grundskollärares och en specialpedagogs upplevelser av och syn på språk- och kunskapsutvecklande arbetssätt med särskilt fokus på transspråkande förhållningssätt. Studiens syfte är också att bidra med kunskap om speciallärarens roll i arbetet med att främja transspråkande i undervisningen för elever i behov av språkligt stöd. De teoretiska ramarna för studien utgörs av sociokulturella perspektiv och interkulturellt pedagogiskt perspektiv. Studiens ansats är kvalitativ och studiens data samlades in genom semistrukturerade intervjuer. Utifrån lärarnas beskrivningar synliggörs såväl fördelar som utmaningar med transspråkande förhållningssätt i undervisningen. Den enskilt mest framträdande framgångsfaktorn för att transspråkande undervisning kan ske är enligt studiens resultat lärarens förhållningssätt och positiva inställning till alla språk. Resultatet visar vidare att transspråkande förhållningssätt i undervisning kan vara ett sätt att förebygga diskriminering och främlingsfientlighet. Studiens specialpedagogiska relevans synliggörs genom att studien visar att specialläraren kan vara en resurs i att utforma stöttande undervisning för flerspråkiga elever samt i att utbilda och informera lärare kring transspråkande. / The purpose of the study is to contribute with knowledge of some teachers' and a special educator's experiences of and views on language and knowledge development working methods with a special focus on translanguaging approaches. The purpose of the study is also to contribute with knowledge about the role of the special needs teacher in the work of promoting translanguaging in teaching for students in need of language support. The theoretical framework for the study consists of socio-cultural perspectives and intercultural pedagogical perspectives. The study approach is qualitative and the study data were collected through semi-structured interviews. Based on the teachers' descriptions, both advantages and challenges with translanguage approaches in teaching are made visible. According to the results of the study, the single most prominent success factor for translanguaging teaching to take place is the teacher's positive attitude towards all languages. The results also show that translanguaging approaches in teaching can be a way to prevent discrimination and xenophobia. The study's special pedagogical relevance is made visible by the fact that the study shows that the special needs teacher can be a resource in designing supportive teaching for multilingual students and in educating and informing teachers about translanguaging.

This is a scientific essay that has been written with the aim to reflect and analyze difficulties of bilingual children to communicate, being seen in a group and to focus during a traditional learning in language development within preschool. I have also reflected on my experiences and competences in intercultural pedagogy to support bilingual children in a changing society and in a globalized world. By using self-experienced situations from my professional practice, I have in a narrative form reflected back at my experiences with the help of academic literature, research articles, theoretical perspectives, curriculum (2018) and even asked questions to gain different perspectives on my stories. The main part of my research questions is whether I could have planned and acted differently in my self-experienced situations? Did I have enough knowledge about intercultural approach in order to adapt various situations based on the need of different children? In which ways could the preschool have provided better support in language development and communication for all children? This scientific essay has shown that it is important to understand the cultural background, language and ethnicity of bilingual children. It is also important to have a good collaboration with the guardians in order to plan suitable activities and classes/sessions. In addition, it is necessary to have great knowledge of intercultural pedagogical competence, diversified normality, inclusion, sociocultural perspective and support for the mother tongue to be able work with bilingual children. As a pedagogue and a future preschool teacher, I have according to Skolverket - Swedish National Agency for Education (2020) a greater responsibility to change, for example, the traditional way of working, but also to improve and adapt the education based on different needs to provide an equal education and preschool for all children. / Detta är en vetenskaplig essä som har skrivits för att reflektera och analysera tvåspråkiga barns svårigheter med att kommunicera, synas i en grupp samt att fokusera under ett traditionellt lärande i språkutveckling inom förskolan. Här har jag också reflekterat över mina erfarenheter och kompetenser inom interkulturell pedagogik för att stödja tvåspråkiga barn i ett förändrat samhälle och i en globaliserad värld. Genom att använda mig av egenupplevda situationer i berättande form i min yrkespraktik har jag reflekterat tillbaka med hjälp av akademisk litteratur, forskningsartiklar, teoretiska perspektiv, läroplanen (2018) samt ställt frågor för att få olika perspektiv på mina berättelser. Centralt i forskningsfrågorna är om jag kunde ha planerat och handlat annorlunda i mina egenupplevda situationer? Har jag haft tillräckligt med kunskaper inom interkulturellt förhållningsätt för att anpassa situationer utifrån barns olika behov? Hur skulle förskolan ha kunnat ge bättre stöd i barnens språkutveckling och kommunikation? Denna vetenskapliga essä har visat att det är viktigt att förstå tvåspråkiga barns kulturella bakgrunder, språk, etnicitet samt ha ett gott samarbete med vårdnadshavare för att kunna planera passande aktiviteter och undervisningar. Det krävs också kunskaper inom interkulturell pedagogisk kompetens, diversifierat normalitet, inkludering, sociokulturellt perspektiv samt modersmålsstöd för att jobba med tvåspråkiga barn. Jag som pedagog och blivande förskollärare har enligt Skolverket (2020) ett större ansvar för att förändra exempelvis det traditionella arbetssättet, men även förbättra och anpassa utbildningen utifrån olika behov för att få en likvärdig utbildning och förskola för alla barn.