Possibilities for the presence of caiçara culture on the São Paulo State coast schools

Abstract

In this article, we developed a study about the inclusion of themes related to caiçara culture in the Pedagogical Project of São Paulo State cost schools. Although there is a broad spectrum of academic research, we observe a few materials aimed at the school universe that deal with the subject and the caiçara culture. The discrepancy between didactic and academic production, added to the importance of valuing the ethnic-cultural diversity present in the National Common Curricular Base (BNCC), led us to develop this research. Therefore, our objective is to outline considerations about the scanty presence of themes related to caiçara culture in pedagogical plans and curricular matrices, contradicting the current legislation regarding the school-community relationship. To that end, we developed a qualitative approach, centered on a bibliographic study. Served as a basis for our reflections the studies about caiçara culture carried out by Adams (2000), Diegues (2004), Marcílio (2006), and Sanches (2004) and the work of Veiga (2001), Santiago (2001), Moreira and Candau (2007), Candido and Gentilini (2017), and Ferreira (2015) about the Political-Pedagogical Project, the Curriculum, and the National Curriculum Base (BNCC). The reflections raised show the main obstacles to the non-diffusion of caiçara culture in the schools. As a result, the awareness of such barriers may result in a more inclusive attitude on the part of the school community in relation to the preservation of the cultural memory and social identity of the people who are part of the local communities.