Os elementos culturais no processo de construção do currículo escolar em uma escola do município de Parintins

Abstract

The present work aims to discuss the relation of the curriculum-culture interface in education, listing the contribution of the cultural elements present in this process of formulation and adaptation of this socio-educational instrument that is the curriculum. The general objective of this study is to analyze the constituent cultural elements in a peri-urban community of Parintins-AM and their relationship in the construction process of the school curriculum. To contribute to this study, we appopriated the writings of authors such as Lopes; Macêdo (2011), Silva (2014), Santos (2006); Sanches (1999) among others. In this sense, we sought to present the curricular definitions and assumptions and their purposes in education. For the development and consolidation of this work, qualitative research was used, with ethnographic parameters, where through semi-structured interviews with researched subjects, it was observed the importance of implementing a curriculum in the multicultural perspective in schools, which has as aims to contemplate the cultural characteristics of a given place and include them in practice in the classroom through activities that value the ethnic and social diversity present in educational institutions, but which are often restricted and discriminated against by monocultural curricula when imposing an education common, rooted in a marketing, capitalist and excluding education.