A Valorização do Interculturalismo no Processo de Ensino e Aprendizagem na Educação Básica de Orleans (SC): a Memória Identitária Local como Proposta Pedagógica

• Ano de defesa: 2020
• Autor(a) principal: Debiasi, Andréa Andrade Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Palavras-chave em Português: Interculturalidade; Educação; Orleans (SC); Memória Identitária Local
• Link de acesso: https://repositorio.animaeducacao.com.br/handle/ANIMA/15209

The present investigation aims to analyze how the school contributes in the teaching and learning process, from cultural and discursive studies, to the valorization of Interculturalism that constitutes the municipality of Orleans (SC). Characterized as a field study Rauen, (2015), with a qualitative approach, the methodological procedures used are Bibliographic Research and Oral History, with the application of an instrument and interviews, using Text and Discourse Analysis (ORLANDI, 2001; 2003; 2009) for discussion of data. Initially, we reflected on the process of ethnic constitution of Brasil and the municipality of Orleans (SC), by indigenous people, african and european immigrants. We anchored, mainly, in Fausto (1996); Seyferth (2002); Zamberlam (2004); Dall´Alba (1996; 2003); Lottin (1998; 2002; 2009). Following, we seek to dialogue about the theoretical assumptions that guided the research, with the themes: Ethnicity, Cultural Identity, Cultural Diversity, Multiculturalism, Interculturalism, School, Education and the Teaching and Learning Process of Interculturalism, based on Intercultural Dialogue, in conceptions outlined by Bhabha (2010), Bauman (2000; 2005), Hall (1997; 1998; 2005), Sayad (1998; 2002), Bakhtin (1987), Candau (2008; 2009) and Serrani (2005), for example. We also discussed current public policies that deal with the importance of learning Cultural Diversity, from national to local, with the following documents: Constituição da República Federativa do Brasil (BRASIL, 1988); Lei de Diretrizes e Bases da Educação Nacional – LDB, Lei nº 9.394/96 (BRASIL, 1996); Parâmetros Curriculares Nacionais – PCN (BRASIL, 1998); Base Nacional Comum Curricular – BNCC (BRASIL, 2017; 2018); Proposta Curricular de Santa Catarina – (PCSC) (SANTA CATARINA, 1997; 2014; 2019); e Lei Nº 2620, de 23 de Junho de 2015 – Plano Municipal de Educação (ORLEANS, 2015). In addition, we applied a semi-structured instrument, with 14 questions, with 9 principals from the municipal schools of Orleans (SC), in order to identify how cultural diversity is learned. As main results, we were able to verify, in general lines, that the didactic material used does not have contents specifically directed to the local culture. Only in the disciplines of History and Geography, from the 4th year of Elementary School onwards, themes are inserted in the field of cultural diversity, however, without mentioning the municipality. Contrary to what was proposed by the BNCC in making learning mandatory in all subjects and levels of education. We noticed that there is a pedagogical movement of insertion in the teaching plans. Still, it lacks adequate teaching material. Finally, through the narratives of elderly people who lived with their ancestors, who colonized the municipality, we seek to develop a proposal for implementing activities that aim to contribute to the strengthening of Interculturalism, which we call Local Identity Memory. We intend to demonstrate that it is possible to elaborate didactic appropriation of knowledge content with narratives of the elderly, configuring the history of the municipality itself through its life experiences, to strengthen and enhance memory, identity, history and place. Allied to this, clarify that the school has this responsibility. For that, it is necessary to train teachers to take ownership of the concept and, thus, be able to work interculturally.