Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA
Ano de defesa: | 2017 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Estadual de Feira de Santana
|
Programa de Pós-Graduação: |
Mestrado Acad?mico em Educa??o
|
Departamento: |
DEPARTAMENTO DE EDUCA??O
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://localhost:8080/tede/handle/tede/469 |
Resumo: | This dissertation, entitled "Identity and cultural diversity in elementary education in a rural public school from Queimadas", aims to understand how teachers at Ant?nio 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 Ara?jo, Bhabha, Brant, Canclini, Fleuri, Freire, Hall, Laraia, Santom? 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, L?dke and Andr?, 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. |
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Ara?jo, Miguel Almir Lima de24482811572http://lattes.cnpq.br/9238043859308624Bispo, Andr? Nunes2017-07-11T21:18:30Z2017-03-21BISPO, Andr? Nunes. Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA. 2017. 158 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2017.http://localhost:8080/tede/handle/tede/469This dissertation, entitled "Identity and cultural diversity in elementary education in a rural public school from Queimadas", aims to understand how teachers at Ant?nio 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 Ara?jo, Bhabha, Brant, Canclini, Fleuri, Freire, Hall, Laraia, Santom? 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, L?dke and Andr?, 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.A presente disserta??o, intitulada ?Identidade e diversidade cultural no ensino fundamental em uma escola p?blica do campo no munic?pio de Queimadas? objetiva compreender como os educadores do Col?gio Ant?nio Pinheiro de Oliveira lidam com a tem?tica das identidades e da diversidade cultural no ensino fundamental, real?ando a relev?ncia dessa tem?tica no contexto da sala de aula e a necessidade de afirma??o e de fortalecimento das express?es culturais que existem nas comunidades dos estudantes. Entre os diversos autores que embasam esta pesquisa se destacam Ara?jo, Bhabha, Brant, Canclini, Fleuri, Freire, Hall, Laraia, Santom? entre outros te?ricos que discutem as peculiaridades que envolvem as identidades e a diversidade no contexto escolar. Para realizar este estudo me inspirei nas abordagens das metodologias qualitativas de pesquisa em sua vertente etnogr?fica, com base na fenomenologia. Esta concep??o considera as diversas formas como os sujeitos concebem o objeto da pesquisa. Diversos te?ricos fundamentam metodologicamente este estudo como, por exemplo, L?dke e Andr?, Zilles, Pesce e Abreu entre outros autores. Utilizei como dispositivos de constru??o de dados a observa??o participante de aulas e do dia-a-dia dos sujeitos nas depend?ncias da escola, atentei tamb?m para a an?lise do Projeto Pol?tico Pedag?gico (PPP) e para o Regimento interno da referida institui??o de ensino, bem como, apliquei question?rios e entrevistas aos educadores e educandos no ?mbito escolar, utilizando tamb?m o di?rio de bordo e fotografias. Assim, percebi que a tem?tica das identidades e da diversidade cultural atravessa relativamente o contexto escolar numa perspectiva interdisciplinar, atrav?s dos projetos que s?o desenvolvidos ao longo do ano letivo e em algumas disciplinas que comp?em o curr?culo da escola pesquisada. As identidades ?s vezes s?o percebidas no singular atrav?s de horizontes que defendem uma identidade ?nica para cada sujeito. As diferen?as entre os diversos modos de vida geralmente n?o s?o percebidas por alguns educandos e educadores da referida institui??o visto que consideram estas como repert?rios comuns entre as diversas comunidades. Nesse contexto, ocasionalmente ocorrem os processos de homogeneiza??o cultural, a aus?ncia de di?logo e a intensifica??o dos conflitos entre os sujeitos de diversas culturas. As identidades e a diversidade cultural, muitas vezes s?o tratadas em desconex?o com a realidade vivida j? que se d? ?nfase aos conte?dos peculiares a cada componente curricular ao longo do ano letivo, sendo que estas tem?ticas s?o abordadas, sobretudo, em disciplinas espec?ficas e pr?ximo de datas comemorativas. Desse modo, ? necess?rio que sejam implementadas pr?ticas educativas que contemplem essas tem?ticas com efetividade, tendo em vista envolver um curr?culo antimarginaliza??o em que os s?mbolos das diversas culturas possam atravessar as aulas e disciplinas, acentuando a interculturalidade que prioriza os di?logos tensivos e os compartilhamentos rec?procos entre os v?rios sujeitos, a fim de fortalecer os processos de afirma??o das identidades e das diversas culturas que existem nas comunidades dos estudantes.Submitted by Ricardo Cedraz Duque Moliterno (ricardo.moliterno@uefs.br) on 2017-07-11T21:18:29Z No. of bitstreams: 1 Disserta??o- Andr? N. Bispo.pdf: 25345386 bytes, checksum: 389ba6399983d7b2db26b6e73e5e83e6 (MD5)Made available in DSpace on 2017-07-11T21:18:30Z (GMT). No. of bitstreams: 1 Disserta??o- Andr? N. Bispo.pdf: 25345386 bytes, checksum: 389ba6399983d7b2db26b6e73e5e83e6 (MD5) Previous issue date: 2017-03-21application/pdfporUniversidade Estadual de Feira de SantanaMestrado Acad?mico em Educa??oUEFSBrasilDEPARTAMENTO DE EDUCA??OCulturasIdentidadesS?mbolos e diversidade culturalEnsino fundamentalSymbols and cultural diversityElementary SchoolCulturesIdentitiesEDUCACAO::ENSINO-APRENDIZAGEMIdentidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BAinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis1352177059867160609600600600-7450372820171171698-4452917836576020174info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da UEFSinstname:Universidade Estadual de Feira de Santana (UEFS)instacron:UEFSORIGINALDisserta??o- Andr? N. Bispo.pdfDisserta??o- Andr? N. 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dc.title.por.fl_str_mv |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
title |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
spellingShingle |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA Bispo, Andr? Nunes Culturas Identidades S?mbolos e diversidade cultural Ensino fundamental Symbols and cultural diversity Elementary School Cultures Identities EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
title_full |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
title_fullStr |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
title_full_unstemmed |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
title_sort |
Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA |
author |
Bispo, Andr? Nunes |
author_facet |
Bispo, Andr? Nunes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Ara?jo, Miguel Almir Lima de |
dc.contributor.advisor1ID.fl_str_mv |
24482811572 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9238043859308624 |
dc.contributor.author.fl_str_mv |
Bispo, Andr? Nunes |
contributor_str_mv |
Ara?jo, Miguel Almir Lima de |
dc.subject.por.fl_str_mv |
Culturas Identidades S?mbolos e diversidade cultural Ensino fundamental Symbols and cultural diversity Elementary School |
topic |
Culturas Identidades S?mbolos e diversidade cultural Ensino fundamental Symbols and cultural diversity Elementary School Cultures Identities EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Cultures Identities |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This dissertation, entitled "Identity and cultural diversity in elementary education in a rural public school from Queimadas", aims to understand how teachers at Ant?nio 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 Ara?jo, Bhabha, Brant, Canclini, Fleuri, Freire, Hall, Laraia, Santom? 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, L?dke and Andr?, 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. |
publishDate |
2017 |
dc.date.accessioned.fl_str_mv |
2017-07-11T21:18:30Z |
dc.date.issued.fl_str_mv |
2017-03-21 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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publishedVersion |
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BISPO, Andr? Nunes. Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA. 2017. 158 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2017. |
dc.identifier.uri.fl_str_mv |
http://localhost:8080/tede/handle/tede/469 |
identifier_str_mv |
BISPO, Andr? Nunes. Identidade e diversidade cultural no Ensino Fundamental em uma escola p?blica do campo no munic?pio de Queimadas-BA. 2017. 158 f. Disserta??o (Mestrado Acad?mico em Educa??o)- Universidade Estadual de Feira de Santana, Feira de Santana, 2017. |
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http://localhost:8080/tede/handle/tede/469 |
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por |
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por |
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