Cultura cigana: a (in)visibilidade dos Calon nas práticas pedagógicas de uma escola municipal em Camaçari-Bahia

Abstract

This study presents an analysis on the education for the gypsies Calon de Camaçari (BA) from official documents (national and local), the pedagogical practice in a municipal public school as well as the perspective of the gypsy students about the formal education that is offered to them. The research arose from the concerns caused by the contradictions between institutionalized discourse and living with pedagogical practices that do not value students' cultural diversity. In this sense, it is interwoven with three aspects related to gypsy culture and the school in Camaçari (BA): Curriculum, Pedagogical Practices and Public Policies for Roma people. The image of gypsy culture has always been associated with marginalization and negative stereotypes, so we have as a guiding question: how to encourage the exchange of knowledge developed at school from a deconstruction of stereotypes about gypsies, valuing their oral traditions to confer citizenship and identity visibility? As a general objective, we sought to analyze the (in)visibility of the Calon ethnicity in public educational policies, in the curriculum and pedagogical practices of a municipal public school in Camaçari (BA). We followed a qualitative approach under the aegis of ethnography due to immersion in the object of study. In this way, the research understands education from the perspective of interculturality, as it refers to the interaction between cultures based on respect and appreciation for differences. Regarding the investigation instruments, questionnaires, unstructured interviews and school routine experiences were used. Therefore, it sought to know the concepts of education and culture(s) in the school to observe whether mention is made of the Calon culture. To interpret the data we use the contributions of Bardin (2011), in the set of techniques of content analysis. In order to guide reflections on the issue of cultures and the school today, we use authors such as Candau (2008), Santos (1994), McLaren (1997), Walsh (2009), Freire (1983), Moreira (2003), Hall (2011), Veiga-Neto (2003), among others, in different contexts. As for the approaches to gypsy culture, we use the contributions of Moonen (2011), Teixeira (2008), PerpétuoandRêses (2018), Pereira (1991), Senna (2005), Macêdo (1992), Simões and Juliano (2012). The data of this investigation revealed that although the collaborating educators in the research defend a transforming education concept, they still reproduce exclusive pedagogical practices that do not favor changes in the social structure, nor the inclusion of Roma culture in the educational proposal, corroborating the invisibility also present in the devices cool.