A diversidade cultural no currículo e na concepção de docentes: caminhos inclusivos em discussão
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Data
2017-05-22
Autores
Macena, Janaina de Oliveira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O notório destaque assumido por questões sociais relacionadas a diversidade cultural no atual cenário mundial é o tema central da discussão do presente trabalho. A temática da diversidade cultural foi abordada no contexto educacional através do currículo do Estado de São Paulo e do relato de professores do ensino fundamental ciclo I. A investigação buscou analisar e interpretar os resultados encontrados para a presença da diversidade cultural nas Orientações Curriculares do Estado de São Paulo e na Coleção Ler e Escrever distribuída para todas as escolas estaduais. A análise desses dois documentos aconteceu a partir da busca por palavras, através do software MAXQDA. A opinião dos professores foi levada em consideração a partir da aplicação de um questionário desenvolvido pela própria pesquisadora, em que os resultados obtidos foram comparados com os resultados obtidos nos documentos. Para o embasamento teórico assumiu-se os Estudos Culturais a partir de Hall (1997) como referência para o entendimento de cultura e a Teoria Histórico-Critica como norte conceitual para uma concepção de homem em constante desenvolvimento, capaz de transmitir conhecimento através da linguagem, sujeito transformador da realidade e por ela transformado, constituindo-se plenamente no contato e convívio social. Silva e Moreira (1995) e Candau (2005, 2011) foram os principais autores considerados na discussão sobre o currículo e a necessidade de questioná-lo, transgredi-lo. Santos (2000) e Capellini (2009) embasaram o entendimento sobre a educação inclusiva. Assim, concluiu-se que a diversidade cultural está presente no currículo, mas de forma insuficiente pelos parâmetros e ocorrências que apresenta. Consonante a isto, os professores a considera difícil de ser trabalhada em sala de aula (em especial ao citarem os temas sexualidade, gênero e religião) e declararam pouco conhecimento teórico sobre o assunto. Aponta-se a necessidade de formação continuada aos professores e mais pesquisas sobre o tema, de modo a criar condições para entendimento dos entraves presentes e consolidar práticas promotoras de uma verdadeira educação inclusiva, capaz de consolidar o desenvolvimento do maior número de pessoas com respeito às suas diferenças, garantindo assim, o atendimento à diversidade.
The important emphasis given by social issues related to cultural diversity in the current world scenario is the central theme discussed in this work. The theme of cultural diversity was addressed in the educational context through the curriculum of the State of São Paulo and the report of elementary school teachers. The research aimed to analyze and interpret the results related to cultural diversity in the São Paulo State Curriculum Guidelines and in the “Coleção Ler e Escrever”, which were distributed for all state schools. The analysis of these two documents was carried out from a word search using the MAXQDA software. The teachers' opinion was obtained from a questionnaire developed by the researcher and their responses were compared with the results obtained in the documents. Hall (1997) and Cultural Studies authors were used as a reference for the understanding of culture and the Historical-Critical Theory was the conceptual guide for discussing a concept of humanity in frequent development, that is able to transmit knowledge through language and able to modify reality and be transformed by it. Silva and Moreira (1995) and Candau (2005, 2011) were the main authors considered for the discussion about the curriculum and the necessity to question and transgress it. Santos (2000) and Capellini (2009) grounded the understanding of inclusive education. The results showed that cultural diversity is part of the curriculum, but is insufficiently addressed in the parameters and occurrences analysed. Consistent with this, teachers find it difficult to address some themes in the classroom (especially sexuality, gender and religion) and expressed little theoretical knowledge on the subject. The need for continuous teacher education and further research on the subject is emphasized in order to create conditions for understanding the current obstacles and to strengthen practices that promote an inclusive education that is capable of consolidating the development of the greatest number of people with respect to their differences and guarantee the service to diversity.
The important emphasis given by social issues related to cultural diversity in the current world scenario is the central theme discussed in this work. The theme of cultural diversity was addressed in the educational context through the curriculum of the State of São Paulo and the report of elementary school teachers. The research aimed to analyze and interpret the results related to cultural diversity in the São Paulo State Curriculum Guidelines and in the “Coleção Ler e Escrever”, which were distributed for all state schools. The analysis of these two documents was carried out from a word search using the MAXQDA software. The teachers' opinion was obtained from a questionnaire developed by the researcher and their responses were compared with the results obtained in the documents. Hall (1997) and Cultural Studies authors were used as a reference for the understanding of culture and the Historical-Critical Theory was the conceptual guide for discussing a concept of humanity in frequent development, that is able to transmit knowledge through language and able to modify reality and be transformed by it. Silva and Moreira (1995) and Candau (2005, 2011) were the main authors considered for the discussion about the curriculum and the necessity to question and transgress it. Santos (2000) and Capellini (2009) grounded the understanding of inclusive education. The results showed that cultural diversity is part of the curriculum, but is insufficiently addressed in the parameters and occurrences analysed. Consistent with this, teachers find it difficult to address some themes in the classroom (especially sexuality, gender and religion) and expressed little theoretical knowledge on the subject. The need for continuous teacher education and further research on the subject is emphasized in order to create conditions for understanding the current obstacles and to strengthen practices that promote an inclusive education that is capable of consolidating the development of the greatest number of people with respect to their differences and guarantee the service to diversity.
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Palavras-chave
Diversidade cultural, Educação inclusiva, Currículo, Interculturalidade, Cultural diversity, Inclusive education, Curriculum, Interculturality