A Importância dos saberes populares na construção da aprendizagem da criança

Abstract

This Course Completion Work aims to highlight the importance of popular knowledge in the construction of child learning in school context. Assuming that education is built collectively and differences, where the school must be open and receptive to dialogue with the various cultures that enter that space. The presence of the family in this construction makes it essential for the results to be positive, since it is in the family that the first contact with the culture is made. In this way, the values, customs, traditions and all family precept, these teachings, are transmitted to the child, allowing the child to feel belonging to that culture. In this sense, the research in question seeks to make a literature review and dialogue with theorists who address the importance of family participation during the school process and the need for dialogue between family and preservation of different cultures in the school environment. The Freirian theory (2020) is considered as primordial for the understanding of the theme in focus, as Brandão (2002) offers a broad subsidy for the understanding of how the school, as an institution of structured knowledge, can be dialoguing with popular knowledge? And how can the Political Pedagogical Project (PPP) be thought of as an instrument capable of favoring the participation of the family?, Santos (2010) brings all contribution of the methodological path and the path of scientific production, Padilha (2001) discusses the importance of a dialogical Pedagogical Political Project based on Freirian thought. In this sense, the present work, sought to problematize the dialogue with the community, as well as from the reflections, to think the family participation as a priority strategy to contextualize popular education in the school context, through authors who dialogue and bring possible answers that will help in the referral of school practice, as well as the appropriation of the subject in question, of school education that values the importance of popular knowledge in the construction of child learning.