Cultura como aspecto essencial na decifração escrita dentro de comunidades quilombolas

Abstract

This theme is focused on the approach to Education of Ethnic-racial relations in the literacy process. The study of the theme on written deciphering contemplating cultural diversity in the early years within schools and communities with quilombola ethnic predominance. Is necessary, since from it students will be spontaneously encouraged to build, modify and relate ideas, interacting with others and with the world. Reading only arouses interest when it interacts with the reader, when it makes sense and brings concepts that articulate with the information it already has. With reading, there are possibilities for students to move away from violent acts, leading them to be more critical and having a broader view of society. Understanding culture asks to look at diversity and why they are in interaction. It leads us to understand our nature and shows ways on how to inquire about reasons of social reality, how they are maintained or transformed. The difficulty in understanding culture and diversity lies in the fact that they are so different. In this sense, the problem discussed asks: How to insert the reading of ethnic diversity even in the first year of elementary school - Early years? What are the ways to teach children to value their culture and understand its origin even in the process of written deciphering? The general objective sought to research how to insert the reading of ethnic diversity in literacy, teaching children to value their culture and understand its origin even in the process of written deciphering. The work used an exploratory, qualitative and descriptive approach through bibliographic contributions, observation about how culture is used in teaching methodologies to promote social inclusion for students in the Community and the application of a questionnaire with two teachers. The results point out that the reading and writing process in the researched school carries out reading practices with the theme of ethnic-racial relations, as practices of the teachers involved, but which needs to include in the Pedagogical Political Project a specific project for this teaching and learning context.