Espacialidades e currículo em escolas do campo no município de São Mateus/ES nas séries iniciais do ensino fundamental

Abstract

This study entitled Spatialities and Curriculum in the School of the Field in the County of São Mateus/ES in the early grades of Elementary School will analyze The Constitution of Spatiality, as well as its relation with the proposed Curriculum for the Education of the Field in the County of São Mateus, seeking to understand its singularities and contribution in the educational process, besides to describe how the school space is occupied by social actors who use it, considering to know their teaching and learning experiences. As a research reference, had to EPM “Nova Vista” and the subjects who study and work there. The internal and external school spaces are seen as places of experiences and learning that in their materiality, is ingrained with signs, symbols and marks that elaborate knowledge. Spaces are significant elements of the Field Education Curriculum. To develop this study it was based on the Arroyo's theoretical contributions (1999, 2016), Frago and Escolano (2001), Certeau (2005), Pizetta (1999), Caldart (2000, 2004, 2012), Freire (1987, 1996) , among others, who made it possible to probe the studied theme. The construction of the data gave up from place from analysis matrix creation, and soon began to dialogue with the school subjects about a proposal of a semi-structured questionnaire and thematic drawings made by the students. Based on the results, were analyze the management team conceptions, teachers and students of how the Curriculum is applied (Plafec) and how subjects occupy school spaces. It indicated the ways to do the daily management team, teachers and students of EPM “Nova Vista” in Field Education. Although there is a lack of understanding by the subjects involved in the research about the importance of using the internal and external spaces of the school and outside it as places of learning.