Currículo em ação nos anos iniciais do ensino fundamental e a atenção à multiculturalidade
Resumo
The present study had as objective identifies aspects of the pedagogic practice
that can contribute to the regulation and social emancipation, discussing them
starting from the studies of Critique Multiculturalism. This way, we tried to
understand how the relative differences of categories race/ethnic, social class
and gender are present in curriculum in action. The data were collected from two
classrooms of the first grade of Fundamental Teaching - 1st and 4th series -
through observation and interview. They had been accomplished thirty days of
observation in each classroom, distributed for each school semester. The
interviews were made with the objective of understanding the meanings
attributed by the teachers to their practices. The choice of the 1st series was
random and to 4th series was chosen because the teacher realized a
differentiated pedagogic practice, concerned with subjects regarding the cultural
diversity. The analyses point two types of quite different practices, and in the 1st
series the linked aspects of differences were registered stronger in the
relationships between teacher and students and in 4th series the work with the
contents that he/she appears as central. In teacher Roberta's 1st series, the
analyzed situations show the existence of ethnocentric pattern that rules his/her
pedagogic work, mainly in what he/she refers to the relationship between her and
the students, involving the attention given to certain students, the expectations
positive or negative to them, the incentive, the knowledge conception and others.
This aspect illustrates how inside of a same classroom they feel different
teaching forms and learning and how those processes are influenced for cultural
and social differences. In the 4th series teacher's Silvia, themes like prejudice,
racism, stereotypes are treated together with the curricular contents. The
observed situations reveal that the teacher tries to develop with the students a
critical vision of different themes that involve social and cultural subjects, with an
education that illustrate more the social emancipation. However, that attempt of
developing a practice returned to the work with the differences is set also by
some difficulties, as the isolation in the school and the domain of curricular
contents in their relationships with the gender subjects, sexuality, race/ethnic.
Finally, we considered that the culture is always present in the school education,
as monoculturalism or multiculturalism. Therefore it is indispensable that the
courses of initial and continuous formation involve the discussions of the cultural
and social differences in their programs, with the objective of developing a critical
education, "politics" that seeks the overcoming of the social exclusion, of the
prejudice and of the racism