How to work the students' cultural repertoire and communication as proposed by the BNCC based on Afro-descendant culture?

Abstract

The real need to adapt the school curriculum to the so-called essential learning cited in the National Common Curricular Base (BNCC) has been highlighted in discussions and training in the educational area across the country. The 21st century school, despite having already made some progress, is still stuck with textbooks whose proposal is the transmission of contents that are supposed to be charged in official exams. Many of these pedagogical proposals do not consider the student as an integral being with a head, heart and hands. The focus is simply the cognitive aspect. Perhaps this is the reason why many educators working in the classroom have the impression that they are talking to themselves. Students do not show the slightest motivation to learn. This experience report was made through an intervention, developed during a quarter at Colégio Dom Bosco in Ipiaú - Ba, based on a set of activities mediated by coordinators, teachers and, mainly, students who, as proposed by BNCC, acted as protagonist of the teaching-learning process. This was what provided the interdisciplinary project motivated by the book Africa and Brazil: history and culture of Editora FTD, whose author is Eduardo D’Amorim. The school leaves aside the mechanical work of content that resignifies learning involving themes such as racism, hunger, misery, prejudice, human rights, and the entire artistic repertoire of students. All of this linked to content in the areas of Languages ​​and Human Sciences, focusing on two competences proposed by the Base: cultural repertoire and communication.

Keywords: Afro-descendant culture; Cultural Repertoire; National Common Curricular Base; Students; Communication.