THE TEACHER'S SOCIO-CULTURAL EQUITY PRACTICES

In order for the development of this article to be achieved, it was necessary previous definition of the word culture. Raymond Williams' sight was adopted. Ergo, we perceive culture as the junction of activities directed to the social bases/foundations, acting in a confronting way to beliefs that can be debilitating and/or paralyzing. The National Education Guidelines and Framework Law (LDB), Law n.o 9.394, of December 20, 1996, is an important law guiding the conduct of the faculty and the educational principles that should be followed. In this way, we understand that themes as practices of conversation wheels, reading, literature, feminism, sex education, cooking, racism, sewing, etc. are not common to students living in a more scarce environment (lower socio-economic level), and it is up to the teacher to intensify actions related to the presented themes. This intervention aims at personal transformation/growth so that the group be also reached. And, thus, new thought experiences and a later equalization to other scholars becomes effective.