The Multigrade School as a Mediator in the Valuation of Childhood and the Culture of Traditional Pomeranian
DOI:
https://doi.org/10.70860/ufnt.rbec.e19680Abstract
ABSTRACT. This article focused on the schooling process of Pomeranian children at the multigrade school Carlos Fick, located in Crisciúma, Laranja da Terra/ES. The aim was to analyze how the rural multigrade school can help value the culture of traditional people, especially concerning children and their education amidst contemporary issues of diversity and cultural plurality. In this study, childhood is understood as an expression of subjects with memories and histories (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). Thus, photography was used as a medium (Ciavatta, 2002, 2012) to stimulate memories, stories, and culture (Geertz,2008). This qualitative research, with intervention, sought to measure the existing relationships in schooling and the community, expressed by the subjects residing there. Consequently, the Carlos Fick school becomes a stage for immersion in cultural setting and for mediation with the Pomeranian community, enabling the historical recovery of the culture that shapes their significance within their way of life.
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