Minha história conto eu\

Marília Menezes Nascimento Souza Carvalho

As we confront the configuration of physical culture and Physical Education in the school context of Brazil and Sergipe with the educational contemporary needs, in the midst of neoliberal globalization and the inner power relations, we can observe how urgent it is to develop researches which subsidize a pedagogy politically engaged with cultural diversity and social justice. In proposing actions from this perspective, Cultural Studies and critical multiculturalism bring to light the need to investigate the didactic aspects which distinguish the pedagogical practice oriented in this perspective, aiming to base the dialogue with the cultural diversity in the school curriculum. In July 2010, we came to know Project Identity: I tell my story developed in a public school in the city of Aracaju along that school year with a group of childhood education, whose educational views were similar. The educational practices originally developed by the teachers-coordinators of the Project did not include the theme of physical culture aimed at developing democratic identity, just as the practice of free recreation and tool for working skills of reading, writing and ordering numbers, sometimes fostering authoritarian identities and silencing minorities. The scenario we found and the desire expressed by the teachers to broaden their education and enhance pedagogical action committed to democracy, in order to include knowledge of physical culture, led to the realization of this research. The objective was to identify, highlight and analyze the didactic aspects that mark the process of designing and implementing a critical, multicultural curriculum that examined physical culture aimed at developing democratic identity, over a semester. The epistemological barriers imposed, in contrast with the theoretical fundaments of Cultural Studies, made it possible to resize forms to investigate on/with the curriculum, observing it as a social practice. Thus, we developed the research methodology in (inter) action when considering the diversity of subjects, cultural understandings and guidelines involved in a curriculum and in the research and, from what was found, we created, defined and materialized every step or action. The study had the participation of the two teachers-coordinators of project Identity, the 23 children in the class investigated and the general coordinator of the institution. Foe data collection we used semi-structured interviews, observations with record in field diary and record of images using photos and video. The action involved the study of teacher training, planning and implementation of critical multicultural practice. The data were analyzed using the procedures of critical description with inferences. Both the curriculum undertaken and the formative process of the teacher were marked by didactic actions of a critical nature that involved mapping, thematization, deepening, widening, reframing and assessment of knowledge of the physical culture of children, in a pedagogy that developed as a practice of open and plural dialogue in interaction with the socio-cultural issues that affect the lives of the subjects involved.

Minha história conto eu\": multiculturalismo crítico e cultura corporal no currículo da educação infantil / I tell my story: critical multiculturalism and physical culture in the curriculum of childhood education

AUTOR(ES)

FONTE

DATA DE PUBLICAÇÃO

RESUMO

ASSUNTO(S)

ACESSO AO ARTIGO

Documentos Relacionados