Escola e o currículo na roda do Samba de Coco de Arcoverde

Abstract

The present study sought to understand the cultural curriculum of Samba de Coco de Arcoverde in the schooling process of EREM Carlos Rios, in the municipality of Arcoverde. We had as specific objectives: to identify the forms of materialization of the cultural curriculum of the Samba de Coco in the school, to analyze the conceptions of curriculum present in this context, to analyze the learning mobilized by the cultural manifestation of the Samba de Coco in the school and to identify the relationship of the school with artists city coconut. For the investigative paths we are based on the qualitative approach, in which we use for data collection: (1) Document analysis; (2) Participant observation; (3) Semi-structured interview. In the documentary analysis, we studied the curricular proposal of full-time high school in the area of languages and the political pedagogical project of the school. With a view to analyzing the relationships between culture, education, curriculum and art in the context of the pedagogization of Samba de Coco within the school. We had as a theoretical framework the concepts of Cultural Studies and critical and post-critical curriculum theories. We found in the conception of curriculum, speeches from a traditional perspective and the critical perspective. Some advances were identified in the documents with the presence of contents that make it possible to discuss the perspective of (re) seeing the concept of culture. As for the cultural curriculum of Samba de Coco at the Carlos Rios school, we observe: (1) the teaching of songs, dance, the telling of the story of Coco by the Masters, visits to the places of the groups; (2) this knowledge in the disciplines: Arts, Mathematics, Physical Education, History and Portuguese relating to the specific knowledge of each one; (3) valuing and respecting popular culture and cultural diversity, valuing students' knowledge, producing knowledge together with artists; (4) contributions to local culture, education, art, artists, educators, and students. Thus, we highlight the importance of the school to deal with cultural diversities and differences; the importance of art, the artist and the educator for this process and the importance of discussing and promoting joint actions of public policies on education and culture.