This dissertation deals with the challenges for the training of basic education teachers, in particular teachers of the early years, in dialogue with the perspective of intercultural education, which is the result of research carried out as part of the Professional Master's Degree in Technological Education, of the Graduate Program in Technological Education (PPGET), of the Federal Institute of Education, Science and Technology of Amazonas Campus Manaus Centro (CMC). Thus, research in the
field of education and from an intercultural perspective is fundamental as it promotes discussions on the inclusion of the different socio-cultural groups present in the school environment. In this way, the dialogue regarding the construction of the identity of invisible subjects, such as immigrants, for example, needs to be carried out by the various school actors, particularly teachers, whether in initial or continuing education. This study, in the light of intercultural education, which brings up the issue of diversity, cultural plurality and inclusion, had the general objective of analyzing the challenges
faced by teachers in the face of the inclusive process of immigrant students in public schools in Manaus and their training demands. Thus, this research had three developments outlined in its specific objectives: to contextualize the issue of diversity and intercultural education in the context of teacher training with regard to the migratory process; to investigate, with regard to the context of immigration, what the discourse of diversity and school inclusion consists of from the perspective of Manauara school teachers; to develop a proposal for continuing training for basic education teachers with pedagogical practices with immigrant students. To achieve these objectives, the study adopted a qualitative approach and its research methodology was Textual Discourse Analysis (TDA). In the process of analyzing the data, the analytical axis that contextualized the research scenario emerged: Challenges and reflections in the training of primary school teachers who work in intercultural contexts. From the analysis of the results, dimensions emerged that pointed to the challenges and
reflections, limits and possibilities of moving towards the realization of an education that values and understands the plurality of identities, especially difference. Taking into account the theoretical basis of this research, the investigative path and its analysis, a continuing education course was developed, entitled "Pathways to Intercultural Education", in digital e-book format, which is structured around a review of the literature, the right to school education for immigrants and/or refugees and central
concepts such as: intercultural education; diversity; inclusion; teacher training; pedagogical practices in intercultural contexts. The educational product was evaluated by an ad hoc committee of teachers working in basic education. Within this context, we understand that initial and continuing teacher training based on the principles of intercultural education is fundamental so that teachers can implement an education that fosters dialogue between different cultural groups, helping to minimize the
processes of exclusion and prejudice still present in the school context.
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