SCHOOL CURRICULUM AND SCHOOL PRACTICES OF TEACHERS ON CULTURAL KNOWLEDGE OF BRAGANTINA AMAZON

Abstract

This study brings the conceptions of teachers who work in a school of the Traditional Community of Bragantina Amazon about the school curriculum, school practices and cultural knowledge. The paper analyzes the relationship between the cultural knowledge of the traditional community Vila-Que-Era, and school curriculum and the practices experienced by teachers who work in the school of the community. The research is a qualitative approach because of the social phenomenon which gets a new meaning by the discourse of people. For data collection, the primary data were originated by interview script and organized by the technique of content analysis, using technological resources, as a recorder, to obtain the teachers' reports, as well as photographic records and field diary; the secondary data, on the other hand, are raised in the literature review in order to locate which studies have already been done in this field. Interlocutors representing the School and the Community, two Teachers and the Community Leader attended the research. The findings of the study reveal the existence of factors that make difficult a curriculum articulated with the cultural knowledge of the Community, as well as the physical, didactic and structural aspects; as the curriculum  follows a conduct imposed by the Municipal Department of Education. The research also shows the relevance of teacher training and continuing education to work in the context of rural schools