O currículo diversificado em escolas de Boa Vista-Roraima: na fronteira do conhecimento regional/ local

Abstract

The work “The diversified curriculum in schools of Boa Vista: on the border of the regional / local knowledge", aims to analyze how diversified curriculum is being carried out in state schools: AL, AS and MDB, in relation with regional and local knowledge of the Amazon, state of Roraima, the city of Boa Vista and its own reality of the subjects of the schools. The national and state official curriculum regulations govern and guide the organization and the curricular structure for the operation of the teaching and learning process in schools. However, gives priority to the knowledge of the common national base, according to what define and understand the universal science and flexes to regions, states and municipalities autonomy to complement the diversified party, whose knowledges should consider the economic, social, political and regional cultural / local aspects. In general, it is observed that this curricular structure is assumed in practice of the three schools and set up a distinguished curricular border compared to the knowledge of the realities and contexts of other regions and states of Brazil. However, the identification of what would be a national curriculum and a regional / local curriculum in this border, presents complexities, also perceived in the curricular experiences of the three schools, reflected in the curriculum development dynamism as a whole. Regarding the diverse curriculum, is evident in the teaching strategies of teachers, outstanding value to the knowledge of the regional reality / local and a hard work for the understanding and realization of this curriculum that, even designed in the requirements and developed in the practice of state schools in Boa Vista, it does not have the right political and pedagogical treatment, when realized in the process of teaching and learning. In curricular practice of the three schools, there is an operating distance between the requirements and the reality of diversified curriculum being developed. The proposals indicate the need for effective pedagogical educational policies that will support the historical and social dimensions of diverse curriculum and support the teaching practice with the improvement of regional and local knowledge, materialization logistics and human resources for pedagogical coordination of the activities that the curriculum.