THE INTERFACES OF CULTURE AND CURRICULUM: An ANALYSIS WITH ELEMENTARY SCHOOL TEACHERS OF A RIVERSIDE SCHOOL RURAL AREA OF PORTO VELHO-RO

Abstract

This article has as object of study the curriculum of a riverside elementary school. The study defends the thesis that, from the understanding of curriculum, it is possible to glimpse in which theoretical perspective the contents are approached and whether teachers recognize and perform the necessary dialogue of the curriculum with the diverse knowledge of students. Thus, the objective of the research is to identify how pedagogical practice can mediate the construction of the students' cultural identity through curricular components? It is the problem question: how can teaching pedagogical practice mediate the process of constructing the cultural identity of students through curricular components? As for the methodology adopted, this is a descriptive research, with a qualitative approach, comprising the bibliographic and empirical phases. The technical procedures for data collection were developed through the content analysis method. The primary sources for data collection were observation and interviews with teachers and secondary sources were bibliographic and documentary references. The investigation took place at the Municipal Elementary School Antônio Augusto Vasconcelos, located in Vila Nova de Teotônio, rural area of Porto Velho-RO. The results showed that teachers, through their practices, have been concerned with the preservation of the culture of the riverside student, either through the curricular contents, or coming from their experiences. According to teachers, there are several ways to address themes that are correlated with culture, whether in the school curriculum or even through community experiences.