O aluno do campo na escola urbana e sua diversidade cultural

Abstract

This monograph register the research that aimed to investigate the way the cultural diversity of students who study the field in an urban school is perceived and valued at school. In this sense, it investigated: how students of the field realize their socio-cultural diversity, how students feel that their culture is valued by the school, as students of the field have adapted to school, what are the main difficulties and alternatives found, if students field experience prejudiced and discriminatory practices at school. The survey also investigated how the curriculum and pedagogical political project the school can assist in valuing the culture of the students from the field. Therefore, there was a qualitative research field, with the subject of countryside who study in an urban school. We conducted a questionnaire with 25 students in 8th and 9th grades, these 06 students reported having experienced some form of discrimination or prejudice, being selected to conduct individual interviews. Data analysis was carried out by discursive textual analysis seeking to capture a broader view of involving the education field and how it can be mixed with education carried out in the urban area, bringing out their differences and qualities. In addition to this discussion include the contributions that the curriculum and pedagogical political project can offer. It was found that even with an appreciation of the culture of students in the field, this does not stop being a victim of prejudicial attitudes. It was noticed a great difficulty faced by students with regard to the displacement of these in school buses because they travel many kilometers to get to school. It concludes with the research that students from rural areas value their culture and their way of life, expressed by his desire to remain living in the countryside, although they suffer with prejudice and discrimination attitudes. They said no difficulties to adapt to this urban school than those mentioned above, in which for them there is no need for school adaptations to further their education. It was found that there is need for an adjustment in the political pedagogical project of the school and curriculum to address the cultural diversity of students.