Identidade e diversidade cultural no Ensino Fundamental em uma escola pública do campo no município de Queimadas-BA

Abstract

This dissertation, entitled "Identity and cultural diversity in elementary education in a rural public school from Queimadas", aims to understand how teachers at Antônio Pinheiro de Oliveira School deal with identities and cultural diversity in elementary education, highlighting the relevance of this theme in classroom context and the need to affirm and strengthen cultural expressions that there are in students' communities. Among several authors that support this research, highlight is given to Araújo, Bhabha, Brant, Canclini, Fleuri, Freire, Hall, Laraia, Santomé among other theorists who discuss peculiarities that involve identities and diversity at school context. In order to carry out this study, I was inspired by research qualitative approaches in its ethnographic aspect, based on phenomenology. This conception considers various ways in which subjects conceive research object. Several theorists base methodologically this study as, for example, Lüdke and André, Zilles, Pesce and Abreu among other authors. I used as data-building devices, participant observation of classes and subjects’ daily lives at school. I also considered as analytical category the Political Pedagogical Project and the document relative to Internal Rules from school, as well; I applied questionnaires and interviews to teachers and students, using also the logbook and photographs. Thus, I realized that identities and cultural diversity theme crosses school context in an interdisciplinary perspective, through projects that are developed throughout school year and in some matters that make up curriculum from school that was researched. At this context, identities are sometimes perceived in singular, through horizons that defend an unique identity for each subject. The differences among different ways of life are generally not perceived by some students and teachers of the school. Some of them consider these identities as common repertoires among different communities. At this context, sometimes there are homogenization cultural processes, dialogue absence and conflict intensifications among subjects from different cultures. Identities and cultural diversity are often dealt in disconnection with reality that students live, as emphasis is placed on contents that are peculiar to each curricular component throughout school year. These themes are mainly approached in specific matters and near to commemorative days. Thus, it is necessary to implement effective pedagogical practices related to these thematic focus, with a view to involving an anti-marginalization curriculum in which diverse culture symbols can cross the classes and the matters, accentuating interculturality that prioritizes tensive dialogues and reciprocal sharing among different subjects, in order to identities and diverse cultures be strengthened and affirmed in students’ communities.