RELAÇÕES ENTRE CULTURA E EDUCAÇÃO ESCOLAR: CONCEPÇÕES E PRÁTICAS DE PROFESSORES DO ENSINO FUNDAMENTAL

Abstract

The research had as object the conceptions and pedagogical practices of elementary school teachers about culture and its role in the teaching-learning process in the classroom. We attempted to clarify the following questions: what do elementary school teachers understand about culture? What conception of culture do they express in this understanding? Which relations teachers establish between culture and learning in the teaching process? In theoretical foundation were used Raymond Williams concepts about culture, Pérez Gómez related to culture and school, and authors of cultural-historical theory and Vygotsky, Davydov, Leontiev, Hedegaard and Chaiklin, about learning, cultural mediation and human development . We conducted a qualitative research through literature and field research. The field research took place in two Elementary Schools of the public schools in the city of Goiânia, with the participation of teachers and managers. Data collection was through interviews and observations of classes and the school context. The data were submitted to qualitative analysis and categorization. The results show that the teachers surveyed expressed an understanding of culture that disregards the concrete conditions of their production and do not understand this concept in its complexity. Most teachers consider the link between school scientific culture and the socio-cultural context of the students, however, their teaching practices are still fragmented, decontextualized and improvised, with regard to this relationship.