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DIFFERENTIATED CURRICULAR CONSTRUCTION METHODOLOGY (TERRITORY SCHOOLS PROGRAM)
The Schools of the Territory Program (IEAR/UFF) offers continuing education for teachers who work in schools located in the caiçara, indigenous and quilombola territories of Paraty and Angra dos Reis, in partnership with the Municipal and State Departments of Education of Rio de Janeiro, through Technical Cooperation Agreements. The training methodology is focused on the construction of differentiated curricula with traditional communities, supported by participatory action research that seeks to identify curricular components that strengthen the languages, knowledge and traditional cultures of these communities.
PROBLEM SOLVED
The results of the Curriculum Construction Methodology are observed in the long term, due to the continuous nature of the process. In 2016, the Municipal Government of Paraty resolved the lack of final years of Elementary School in Praia do Sono and Praia do Pouso da Cajaíba, implementing them in these locations. Since then, the Escolas do Território Program has been developing a process of curricular reorientation, using the Differentiated Curriculum Construction Methodology in both schools. This process was expanded to include the initial and final years of Elementary School in Quilombola Schools (Quilombo do Campinho and Quilombo do Cabral), starting in 2017 and 2020, respectively; the initial years of Elementary School in all schools in the Coastal Zone of Paraty, starting in 2018; the High School Course with Qualification in Indigenous Teaching, starting in 2018; and High School at Colégio Estadual Brigadeiro Nóbrega, in Ilha Grande - Angra dos Reis, started in 2021. The methodology adopted for the construction of differentiated curricula follows three stages: 1) Study of the local reality, with the elaboration of a sociocultural diagnosis; 2) Construction of an area vision, to identify pedagogical trends, epistemology and studies of integrating concepts; and 3) Pedagogical Project Planning Matrix.
SOLUTION ADOPTED
Continuing Education meetings are held regularly, on a monthly basis, in the territories. The Differentiated Curricular Methodology, based on Freirean pedagogy, is presented in a dialectical manner in relation to the demands of the territories, and is not a ready-made and closed methodology. It is characterized by a post-factum curriculum: a systematic and empirical investigation where important variables configure the process, such as community culture, group of teachers, teaching segment and delivery modalities, among others.
RESULT ACHIEVED
The results are obtained in the medium and long term, since the implemented curricular reorientation process is analyzed every four years, corresponding to the completion of the initial and final years of Elementary School, and every three years in High School. This is an ongoing process that aims to stimulate curricular components that value and preserve traditional cultures.