A cultura cigana no currículo escolar: educar para a diversidade – uma proposta de inclusão na formação de professores

• Autor(a) principal: Marcolino, Maria Aparecida Custodio
• Data de Publicação: 2023
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
• Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/39706
• topic: CNPQ::CIENCIAS HUMANAS::EDUCACAO::CURRICULO; Diversidade cultural; Cultura cigana; Crianças ciganas; Currículo escolar; Formação de professores; Cultural diversity; Gypsy culture; Gypsy children; School curriculum; Teacher training

The purpose of this research was to investigate the absence of Roma children in school environments in relation to cultural diversity in the prescribed school curricula, as well as how this issue affects teacher training. study and help in the research investigation, we used relevant authors such as Apple (2006); Arroyo (2011); Lüdke and André (1986); Bogdan and Biklen (1999); Bergoglio (2014); Candau (2004); Chizzotti (2010); Lakatos and Marconi (2003); Condini (2008); Freire (2004); Feldmann (2009); Gimeno Sacristán (2002); Goldfarb, Toyansk and Oliveira (2019); Moonen and Frans (2013); Moreira and Candau (2007); Silva (2000); Severino (2007), and documents such as Federal Constitution (BRASIL, 1988); Law of Directives and Bases (BRASIL, 2018); National Plan Education (BRASIL, 2014) and Child and Youth Statute (BRASIL, 2017), among others, which address themes related to the research object. Methodological procedures of a qualitative approach were used in a reflexive way, means of bibliographical investigation, document analysis of the PPP and the Educational Plan of the Colégio Estadual do Campo Gonçalves Júnior – City of Irati, State of Paraná, chosen because it will have Roma students. The study was also carried out with field research, where the researcher collected data through testimonials from educational managers, teachers, gypsy and non-gypsy students, regarding the insertion of gypsy individuals in the school environment and the challenges related to the curriculum and the formation of this cultural group and how the methodology approached by management works in practice and how teachers manage to reach Gypsy students with their teaching methods. The research findings showed the need to reflect on public policies and how essential they are in solving social and educational problems related to gypsy communities, as well as the ongoing training of teachers in the sense of understanding and valuing curricular diversity