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A inclusão dos saberes tradicionais ciganos na escola: uma proposta de intervenção na unidade de educação básica Edivalda Bomfim em Miranda do Norte - MA
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| 1.28 MB | Adobe PDF |
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Abstract(s)
Os ciganos tem sua própria cultura e identidade e de acordo com suas peculiaridades vão estreitando os laços com outras comunidades construindo novas relações nem sempre inclusivas. Por mais que tentem assimilar a cultura dominante serão sempre vistos como ‘‘ciganos’’. A Unidade de Educação Básica Edivalda Bomfim é uma escola com mais de 400 alunos, localizada no bairro Kiola Sarney no município de Miranda do Norte – MA. A escola tem em seu entorno uma comunidade tradicional cigana que é muito marginalizada, seja pelo preconceito que ao longo dos séculos acompanha essa etnia, pois crescemos em uma sociedade que é comum ouvir que os ‘‘ciganos’’ são ‘‘ladrões, perigoso e roubam crianças’’, ou pelas condições financeiras da comunidade ou pelos problemas sociais encontrados em qualquer periferia nesse Brasil a fora (tráfico de drogas principalmente) a escola atende aos filhos e netos desta comunidade cigana que vem ao longo dos anos perdendo sua identidade e abandonando os saberes tradicionais. A escola tem um papel fundamental nesse processo de aculturação, de interação ou exclusão desses saberes. A presente investigação, desenhada como estudo de caso, com o foco na Unidade de Educação Básica Edivalda Bomfim em Miranda do Norte, teve como objetivo geral, analisar como tem acontecido a inclusão dos saberes tradicionais ciganos. Com objetivos específicos: conhecer a legislação que trata dos povos tradicionais ciganos; analisar como a escola tem se estruturado pedagogicamente para receber os alunos da comunidade cigana; identificar pontos fortes e fracos nas práticas de inclusão adotadas na gestão da atividade docente. Utilizaou-se para a coleta de dados um questionário com perguntas fechadas e abertas ao qual responderam 40 (docentes) e 30 (alunos). Concluiu-se que a inclusão dos saberes tradicionais ciganos pela escola em questão é de suma importância para a comunidade escolar e a comunidade cigana, uma vez que esse processo é uma via de mão dupla, e quem sai ganhando é a educação.
Gypsies have their own culture and identity and according to their peculiarities they tighten the ties with other communities by building new relationships that are not always inclusive. However much they try to assimilate the dominant culture, they will always be seen as "gypsies”. The Edivalda Bomfim Basic Education Unit is a school with more than 400 students, located in the Kiola Sarney neighborhood in the municipality of Miranda do Norte - MA. The school has a traditional gypsy community that is very marginalized, either because of the prejudice that over the centuries accompanies this ethnic group, because we grow up in a society that it is common to hear that "gypsies" are "thieves", dangerous and steal children '', or by the financial conditions of the community or by the social problems found in any periphery in Brazil outside (drug trafficking mainly), the school attends to the children and grandchildren of this gypsy community that has lost its identity and abandoned traditional knowledge. The school has a fundamental role in this process of acculturation, interaction or exclusion of these knowledge. The present research, designed as a case study, with the focus on the Edivalda Bomfim Basic Education Unit in Miranda do Norte, had the general objective of analyzing how the traditional knowledge of Gypsies has taken place. With specific objectives: to know the legislation that deals with the traditional gypsies; analyze how the school has been structured pedagogically to receive students from the gypsy community; identify strengths and weaknesses in the inclusion practices adopted in the management of the teaching activity. A questionnaire was used for data collection with closed and open questions to which 40 (teachers) and 30 (students) answered. It was concluded that the inclusion of traditional Gypsy knowledge by the school in question is of utmost importance for the school community and the Roma community, since this process is a two-way street, and education is gaining.
Gypsies have their own culture and identity and according to their peculiarities they tighten the ties with other communities by building new relationships that are not always inclusive. However much they try to assimilate the dominant culture, they will always be seen as "gypsies”. The Edivalda Bomfim Basic Education Unit is a school with more than 400 students, located in the Kiola Sarney neighborhood in the municipality of Miranda do Norte - MA. The school has a traditional gypsy community that is very marginalized, either because of the prejudice that over the centuries accompanies this ethnic group, because we grow up in a society that it is common to hear that "gypsies" are "thieves", dangerous and steal children '', or by the financial conditions of the community or by the social problems found in any periphery in Brazil outside (drug trafficking mainly), the school attends to the children and grandchildren of this gypsy community that has lost its identity and abandoned traditional knowledge. The school has a fundamental role in this process of acculturation, interaction or exclusion of these knowledge. The present research, designed as a case study, with the focus on the Edivalda Bomfim Basic Education Unit in Miranda do Norte, had the general objective of analyzing how the traditional knowledge of Gypsies has taken place. With specific objectives: to know the legislation that deals with the traditional gypsies; analyze how the school has been structured pedagogically to receive students from the gypsy community; identify strengths and weaknesses in the inclusion practices adopted in the management of the teaching activity. A questionnaire was used for data collection with closed and open questions to which 40 (teachers) and 30 (students) answered. It was concluded that the inclusion of traditional Gypsy knowledge by the school in question is of utmost importance for the school community and the Roma community, since this process is a two-way street, and education is gaining.
Description
Keywords
Educação Inclusão Ciganos Saberes tradicionais Education Inclusion Gypsies Traditional knowledge