O fazer docente no contexto das diferenças socioculturais: um olhar a partir do projeto pedagógico (PP)

Abstract

This paper aims to understand a pedagogical project in a school in Restinga Seca, RS, which has students from Quilombo. This is a qualitative research with descriptive study (YIN, 2015) that analyzed Pedagogical Project according to YIN’s proposing. For supporting this study it was used the bibliography of Vitor Henrique Paro (2017), Heloísa Lück (2000, 2017), Mattos (2007), Pare, Oliveira & Velloso (2007). As a result we understood that the teaching for students from Quilombo was according to pedagogical project of school adjusting teaching to popular knowledge. However through researcher’s experience that is inserted in that community we can say that the joint work is very slow yet. The work developed at school is far from the pedagogical project because besides not getting a continuous involvement among teachers and students there is a divergence between theory and practice. The pedagogical project in no small measure does not assist students from Quilombo. Thus it was concluded that is indispensable to know students’ culture and school reality because it helps teachers seek new methodologies to incorporated teaching diversity. To identify students’ culture is crucial to have a meaningful learning and accept cultural plurality of society.