Saberes populares e identidade na Comunidade Cigana de Mamanguape - PB

• Autor(a) principal: Rodrigues, Silvestre Coelho
• Data de Publicação: 2018
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UFPB
• Texto Completo: https://repositorio.ufpb.br/jspui/handle/123456789/15209
• topic: Educação popular; Relação de saberes; Diversidade; Escola; Cultura; Currículo; Tradições; Direitos; Reconhecimento; Democracia; Popular education; Relation of knowledge; Diversity; School; Culture; Curriculum; Traditions; Rights; Recognition; Democracy; Educación popular; Relación de saberes; La diversidad; La escuela; La cultura; Plan de estudios; Tradiciones; Derechos; El reconocimiento; CNPQ::CIENCIAS HUMANAS::EDUCACAO

Moved by the sociohistorical and scientific relevance of the studies on education and production and transmission of knowledge, we developed a sociological and anthropological study on the relation of the popular knowledge represented by the culture of the gypsy community of Mamanguape - Pb with the scientific / formal knowledge represented by the school curricula and pedagogical practices of the schools that serve this community. We started with the methods of analysis and criticism built in the Postgraduate Program in Education - PPGE / UFPB, specifically from the Popular Education research line, giving us the opportunity to continue previous studies on teacher education in the face of diversity. For this, we agreed to contribute to this criticism and academic studies, adopting the posture and approach of research in education of some theorists that we think are pointing in the most assertive and rational direction, being Paulo Freire, Bourdieu, Boaventura, Maffesoli, Scocuglia, among others. In addition to the theoretical arguments, we seek to carry out an empirical study using methods and anthropological and sociological approaches, from which we carry out field research in which, in addition to the production of scientific knowledge and an academic discourse around the theme we sought, as far as possible, a rational and transcultural dialogue between the knowledge we intended to produce and the knowledge that came to us through the participants and collaborators of this research. Our object of study, the relation of knowledge and the introduction of multicultural popular education as a pedagogical instrument of schools, has proved to be a rich and challenging field, reinforcing our convictions about the need for a disciplined but democratic scientific school capable of dialogue with different cultures. Finally, we conclude that the schools surveyed, despite the discourse in favor of an inclusive education, do not fulfill the role they should play in promoting dialogue between school knowledge and Gypsy popular culture.