A integração cultural na Rede Estadual de Pernambuco: o caso da Escola de Referência em Ensino Médio Maria Vieira Muliterno

Abstract

Culture is recognized as a fundamental right, and it is the duty of the State to guarantee the rights of access to and cultural expression for all citizens. In this context, the school stands out as a State institution and agent of cultural integration through its pedagogical and curricular practices. Thus, the present research aims to highlight the role of the state school in Pernambuco as a facilitator of access to culture and to understand how pedagogical practices assist in the debate, recognition, and occupation of cultural spaces. To this end, the research was conducted in two stages: In the first, theoretical attributions of the concept of culture were sought, addressed by Câmara Cascudo (1983), as well as cultural contexts and practices of cultural policy, with Calabre (2007), Chauí (2008), Coulangeon (2014), Jourdain (2017) and Simis (2007), in addition to pedagogical approaches and methodologies developed by Paulo Freire (1980; 1996; 2005) and Celestin Freinet (1975). In the second stage, through qualitative methodology, data collection was carried out through semi-structured interviews with public education agents from the Maria Vieira Muliterno High School, located in Abreu e Lima. Based on theoretical surveys and data analysis, it was possible to understand that the school not only serves as a space for social interaction for young people but also plays a fundamental role in the production, identification, and preservation of culture. Therefore, it is concluded that the school, in addition to being a space for social interaction and academic formation, also acts as an agent of cultural integration in the lives of young people.