Multi/interculturalidade, infância e currículo: a vida como território escolar

Abstract

The present study relies on the concern caused by the analytical/reflective experience that occurred during the “Supervised curricular internship: early years of elementary school I” offered in the 8th phase of the Pedagogy Course at Federal University of Fronteira Sul – Chapecó Campus. Through the experience of participatory observation in a 4th grade class, I came across the following scenario: school contents that were not related to the cultural experience of the children. As a result, the problem of this research was defined as: What are the pedagogical coordinates that aim to enable the findings of significant themes present in the cultural scope of children for the construction of school contents? A problem that is anchored in the general objective – Identifying pedagogical coordinates that allow the findings of significant themes present in the cultural scope of children for the construction of school contents. The methodology of this study is part of a qualitative and bibliographic research based on the state of knowledge type. As for the results, 05 (five) articles were located, from the carried-out study on the ANPEd website, considering the time frame from 2012 to 2022. From the search and the obtaining of the results, there was a theoretical-methodological look deep onto Freire's teaching base, relating it to the methodological procedures called three pedagogical moments and cartographic process.