O currículo participativo e suas contribuições para o processo de ensino e aprendizagem escolar.

Abstract

The school curriculum in many schools in Brazil, despite visible progress, presents itself in a decontextualized, with no interaction between the school and the school community, but also between school knowledge and culture of the student. It is considered that the reality mentioned complicates the process of teaching and learning, in order that, from the culture and knowledge acquired socially the student can develop a greater capacity with regard to the production of knowledge. The curriculum is a participatory tool that allows the relationship between school knowledge, social and cultural rights of the student, aiming for a closer acquaintance with the reality of the student body, but also the reality in which the school is located. In this sense, this paper presents some considerations about the contributions of participatory curriculum for school learning, taking into account the following aspects: the social functions of the school, the principles of democratic management and reflective school, promoting a teaching quality, the contribution of culture to the student learning, collective work and participatory in the development of curricular and pedagogical institution. Such discussions are the literature of this monograph, which studies guide themselves through the following question: "what are the contributions that the curriculum provides for participatory learning and educating school organization?" To look for possible answers to the questioning, the discussions develop, throughout the work, through a theoretical recognized in the field of curriculum and school management. Besides the references, there was a "case study" in an ESE Professor Frassinete Bernardo, located in São João do Rio do Peixe-PB, involving three teachers, four students, one director and five parents. The work has been divided into three chapters, the first being, "Reflections on the school curriculum" which deals with the conceptualization of participatory curriculum and curriculum, but also discusses the historical background of the curriculum in Brazil. The second chapter entitled "The curriculum and its implications in the school" develops from discussions about culture, education quality and school organization. The third chapter "The school reality: understanding the curriculum through research" refers to the analysis of the sources provided by subjects who participated in the research. From the analysis of the sources provided in school locus of research and bibliographical study, one notices that the discussions about curriculum permeate the school studied. However, during the analysis, it is evident that the results still show any incipient.