Identidade cultural local na educação infantil: uma análise nas práticas pedagógicas do Jardim de Infância Amélia Lobo no município de São Bento - MA

Abstract

Local cultural identity is the heritage left by generations for new generations, so the present work presents results on the maintenance and appreciation of local cultural identity within the classroom through pedagogical practices. It aimed to investigate how the articulation between pedagogical practices, historicity and local culture takes place in terms of the issue of valuing local cultural manifestations, based on an exploratory research, at the Jadim de Infancia Amelia Lobo in the municipality of São Bento/MA. Based on perceptions about the city's reality in relation to the end of cultural manifestations, an interest emerged in verifying how the school deals with these issues and whether within the classroom there is an articulation between programmatic content and local history. Therefore, in order to carry out this qualitative study, a bibliographical survey was carried out in scientific texts on the subject (using Google Scholar and the Scielo database as a source of consultation) and a semi-open questionnaire was applied with teachers linked to the Kindergarten Amélia Lobo. As a reference, authors such as: Mazzaro (2010); Gobbi (2010); Santos (2011); Leite (2014) and among others which we found necessary as a contribution to the development of the work. The research showed that despite the attempt to articulate the contents established by the National Common Curricular Base and the local history through pedagogical practices, the actions are still limited, considering the lack of training for such a demand, which has repercussions on the lack of appreciation. Culture and the absence of local cultural identity within the school environment.