School Culture and the Educational Environment in different contexts - Brazil and the United States

Abstract

The article aims to present elements of the school culture of two schools, one Brazilian and one American, both in the Elementary School - Early Years stage. The elements of the school culture were interpreted through the characteristics of the educational environments and the teaching strategies elected by the teachers in the school routine, in a hermeneutic phenomenological research. The research, with a phenomenological hermeneutical approach, was based on the following instruments: classroom observation protocol, interview with teachers and analysis of the Pedagogical Political Project of both schools. It was noticed that the two institutions have different physical structure and daily school organization, both due to the amount of pedagogical resources and stationary materials, as well as the organization of the educational environment, legal bases of operation and support of a university. Their similarities are revealed by remaining in line with the evaluation system of their sponsors, and the teaching-learning process is centered on the teacher as the holder of the knowledge and on the student as the passive receptor. It was understood that both schools have a unique identity and social practice, expressed in the school culture.