The main purpose of the present study is to discuss how in- ter/multicultural approaches provide foundations for curriculum poli- cies and practices geared towards the challenges of stereotypes and the valuing of diversity in Brazil and elsewhere. It discusses the plural meanings of inter/multiculturalism, and analyses case studies of part- nerships between the a federal university in Rio de Janeiro and three Rio de Janeiro municipal educational authorities to collectively build multicultural curricular guidelines aimed at guiding curriculum devel- opment in the schools.
It argues that the process of collectively dis- cussing and building multicultural curricular guidelines is in itself a multicultural experience in continuing teacher education, as it allows educational actors from the university and those from schools to inter- act and grow in multicultural perspectives. It suggests those Brazilian experiences can be relevant comparatively, in that they show limits and potentials of inter/multiculturalism in curriculum development in the context of an increasingly multicultural world, in which movements of migration in global proportions have called for new ways of educating for respect, tolerance and the valuing of diversity. Key words: interculturalism, curriculum, university, partnership, case studies, Brazil.