Possibilidades da cultura japonesa na prática pedagógica: um caso a ser estudado
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Data
2022-02-23
Autores
Nomiso, Cecília Massako
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Universidade Estadual Paulista (Unesp)
Resumo
O multiculturalismo consta das competências gerais da Base Nacional Comum Curricular (BRASIL, 2017) na etapa da Educação Infantil, porém a sua abordagem ainda ocorre de forma desigual no ambiente escolar. Estariam os ambientes escolares permitindo a expressão da multiculturalidade e consequentemente, das culturas além das indígenas, quilombolas ou africanas previstas nos documentos oficiais de educação? Os saberes e costumes que as crianças trazem de casa têm sido valorizados e explorados pelos professores? Há abertura para se trabalhar a cultura japonesa em uma cidade com centenas de descendentes nipônicos? Nesse contexto o objetivo geral da pesquisa foi possibilitar práticas pedagógicas e ações lúdicas no processo de socialização na primeira infância apresentando elementos da cultura japonesa por meio das perspectivas da cultura Japonesa aos educadores e às crianças. Contudo, com a necessidade de isolamento social causada pelo Covid-19 alteramos o público-alvo para os educadores devido à falta de acesso às crianças. Assim, por meio de uma pesquisa qualitativa em um estudo de caso (YIN, 2005), verificamos como ocorre a articulação do multiculturalismo nas escolas municipais de Educação Infantil de uma cidade do interior do estado de São Paulo. Empregando formulários online levantamos dados sobre as práticas de 31 docentes e constatamos que a cultura em questão não era apresentada por eles devido à falta de conhecimento e não pela falta de interesse. Dessa forma, planejamos uma proposta de ação para apresentar e produzir alguns elementos nipônicos como o kawariehon e o kamishibai, recursos lúdicos ensinados pelos sensei da JICA durante o curso de formação continuada realizado pela pesquisadora no Japão em 2018. O contato com diferentes culturas possibilita o conhecimento e a identificação do indivíduo com origens identitárias perdidas no decorrer do processo de colonização e construção do país, anteriormente reprimidos e proibidos pela cultura ocidental europeia que atualmente, persiste como herança cultural de um país miscigenado. Por meio de curso e oficinas por meio suportes digitais, o presente trabalho propôs a apresentação da cultura japonesa a 31 educadores atuantes em 13 unidades escolares distintas, em formação online. Ao final do curso de formação, obtivemos resultados que apontaram a relevância de se apresentar elementos culturais capazes de auxiliar na formação identitária de um grupo, mas que também poderá ser utilizado para incluir as diversas culturas que formam nosso Brasil por meio de objetos lúdicos e criativos para as crianças.
Multiculturalism is part of the general competences of the National Common Curricular Base (BRASIL, 2017) in the Early Childhood Education stage, but its approach still occurs unevenly in the school environment. Are the school environments allowing the expression of multiculturalism and, consequently, of cultures beyond the indigenous, quilombola or African ones provided for in official education documents? Have the knowledge and customs that children bring from home been valued and explored by teachers? Is there openness to working on Japanese culture in a city with hundreds of Japanese descendants? In this context, the general objective of the research was to enable pedagogical practices and playful actions in the process of socialization in early childhood, presenting elements of Japanese culture through the perspectives of Japanese culture to educators and children. However, with the need for social isolation caused by Covid-19, we changed the target audience for educators due to the lack of access to children. Thus, through a qualitative research in a case study (YIN, 2005), we verified how the articulation of multiculturalism occurs in municipal schools of Early Childhood Education in a city in the interior of the state of São Paulo. Using online forms, we collected data on the practices of 31 teachers and found that the culture in question was not presented by them due to a lack of knowledge and not a lack of interest. In this way, we planned an action proposal to present and produce some Japanese elements such as kawariehon and kamishibai, playful resources taught by JICA sensei during the continuing education course held by the researcher in Japan in 2018. The contact with different cultures makes possible the knowledge and the identification of the individual with identity origins lost during the colonization process and construction of the country, previously repressed and forbidden by the European Western culture that currently persists as a cultural heritage of a mixed country. Through courses and workshops using digital media, the present work proposed the presentation of Japanese culture to 31 educators working in 13 different school units, in online training. At the end of the training course, we obtained results that pointed to the relevance of presenting cultural elements capable of helping in the identity formation of a group, but which can also be used to include the different cultures that make up our Brazil through playful and creative objects for the children.
Multiculturalism is part of the general competences of the National Common Curricular Base (BRASIL, 2017) in the Early Childhood Education stage, but its approach still occurs unevenly in the school environment. Are the school environments allowing the expression of multiculturalism and, consequently, of cultures beyond the indigenous, quilombola or African ones provided for in official education documents? Have the knowledge and customs that children bring from home been valued and explored by teachers? Is there openness to working on Japanese culture in a city with hundreds of Japanese descendants? In this context, the general objective of the research was to enable pedagogical practices and playful actions in the process of socialization in early childhood, presenting elements of Japanese culture through the perspectives of Japanese culture to educators and children. However, with the need for social isolation caused by Covid-19, we changed the target audience for educators due to the lack of access to children. Thus, through a qualitative research in a case study (YIN, 2005), we verified how the articulation of multiculturalism occurs in municipal schools of Early Childhood Education in a city in the interior of the state of São Paulo. Using online forms, we collected data on the practices of 31 teachers and found that the culture in question was not presented by them due to a lack of knowledge and not a lack of interest. In this way, we planned an action proposal to present and produce some Japanese elements such as kawariehon and kamishibai, playful resources taught by JICA sensei during the continuing education course held by the researcher in Japan in 2018. The contact with different cultures makes possible the knowledge and the identification of the individual with identity origins lost during the colonization process and construction of the country, previously repressed and forbidden by the European Western culture that currently persists as a cultural heritage of a mixed country. Through courses and workshops using digital media, the present work proposed the presentation of Japanese culture to 31 educators working in 13 different school units, in online training. At the end of the training course, we obtained results that pointed to the relevance of presenting cultural elements capable of helping in the identity formation of a group, but which can also be used to include the different cultures that make up our Brazil through playful and creative objects for the children.
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Palavras-chave
Educação Infantil, Japão - Civilização, Cultura, Multiculturalismo, Educação de crianças, Cultura japonesa, Japanese Culture, Multiculturality, Early childhood education