Entre saberes : a brincadeira reis de boi na tessitura de práticas dialogadas em uma experiência visível nos anos iniciais do ensino fundamental

Abstract

The current research presents an investigation produced from a proposed interdisciplinary intervention with the ‘Rei de bois’ theme, which is a cultural practice that occurs in the north of the state of Espírito Santo, especially in São Mateus city and Conceição da Barra. It aims to analyze the possible contributions of dialogues between Reis de bois and the school subjects to the teaching-learning relationship faced in the schools. The authors taken as the theoretical support are: Edgar Morin (2015), Theory of Complexity; Boaventura de Sousa Santos (2010), The learning Ecology; Ivani Catarina Arantes Fazenda (2013), who discuss the interdisciplinarity. Concerning the historical content of ‘Reis de Boi’ studies of current researches. Due to the short quantity, semi structured interviews were applied to the practitioners of the cultural activity, besides the attendance of the celebrations where the groups usually perform. In order to deal the work with the pedagogical school team, some proposals of ‘Pesquisa Participante’ (DEMO, 2008) were adopted. Aiming to find possibilities in the usage of such cultural practice in the initial graders of elementary school an intervention action was prepared dealt with Physical Education, Philosophy, Music and the class regent teachers of that stage of schooling. During the classes several interventions happened in classes from the first to the fourth grade keeping as a focus the 1st grade, class B (Elementary). Based on the acquired datas, it was possible to conclude that: there is the possibility of provide the dialogue between the school subjects embedded the ‘Reis de boi’ theme, however before trying to join contents it is fundamental to sensitize people with the need of an interdisciplinary work with the local culture. Regarding students, it was possible to verify an enchanting feeling for the diversity activities promoted during the process. Such activities contributed to the relationship between the taught contents and the elaboration of knowledge related to the Reis de boi practice and, furthermore the comprehension of elements of its constitution, its recognition as a local cultural practice. Thus, this cultural became visible in the school environment turning it into a proper place to the concretization of local cultural practices, or in other words, to the fair cognition promotion (SOUSA SANTOS, 2010). It is important to mark that the usage of the ‘Rei de bois’ practice, in a perspective interdisciplinary way, it potentialized the teaching learning process promoting students’ emancipation.