Curriculum and school culture: scarcity of reading practices among impoverished and peripheral students
DOI:
https://doi.org/10.5212/PraxEduc.v.18.21437.072Abstract
This study aimed to analyze how the school curriculum and culture end up reducing the already scarce possibilities of consolidating the reading practices of impoverished and peripheral students. The methodology employed was predominantly qualitative, with a descriptive approach based on an ethnographic experience. As a data construction instrument, a systematic observation was carried out in the first semester of 2022, which occurred once a week, always on the same day, during the Portuguese language classes of the three 1st grades in the afternoon shift. Records were documented in a field diary. The results highlight that the New High School curriculum, when applied in peripheral and impoverished territories, prioritizes the job market over the critical thinking. It was also observed the dissatisfaction among teachers and lack of guidance for the implementation of the New High School. The lack of emphasis on reading and the inclusion of elective subjects without clear guidelines hinder the educational goals of developing reading skills.
Keywords: School curriculum. Reading practices. Urban peripheral school.
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