Currículo e construção de identidades nas escolas rurais do município de Boa Vista do Ramos

Abstract

This dissertation addresses the curriculum and the construction of identities in rural schools and President Tancredo Neves Massauari Santa Ana, located in the city of Boa Vista do Ramos, the lower Amazon region. Its main objective to understand and analyze how the curriculum contributes to the process of identity construction of students from 1st to 5th year of elementary school. Initially we seek to identify cultural practices that constitute the phenomenon of identity of students and communities and learn about the practices and contents that make up the school curriculum. For this position we had the theoretical and methodological phenomenology / hermeneutic-dialogical. The work was developed through an ethnographic study that used the techniques of data collection, participant observation, semi-structured interviews and document analysis. The data collected were qualitative approach. From the dialogue between the planned objectives, data gathering and foundational theories, we arrive at the findings that: In schools have a curriculum that does not exist based on the culture of their subjects. The teaching practice shows remnants of traditional education which prevail lectures and monotonous, with standardized content and compartmentalized into disciplines removed from the body of the textbooks and are transmitted to students without a critical reflection on them. Thus, culture has no place in the community as learning content, it only "visit" the school when their presence is seen as relevant examples to illustrate or make comparisons. Teachers do not know the social and cultural dimension of the curriculum, so the world is out of school and the school out of the world. With this school, is helping to shape identities of not belonging, because it encourages students thinking about yourself or about your community, which weakens them and apart of their citizenship.