Escola na comunidade: um diálogo entre o currículo e o etnoconhecimento nas comunidades de Vila Alencar e São Raimundo do Jarauá na Reserva de Desenvolvimento Sustentável Mamirauá

Abstract

This research work brings an investigative and critical discourse about the school curriculum and its relationship with ethno-knowledge in the communities of Vila Alencar and São Raimundo do Jarauá in RDS Mamirauá. Its main objective is to analyze the possibility of ethno-knowledge contribution in the construction of the school curriculum to be worked pedagogically in the rural communities of the State of Amazonas, in a perspective of discussing and giving new meanings to curricular practices. The research took a qualitative approach, conducting a Case Study in the Municipal Schools Nossa Senhora Fátima and Divino Espirito Santo, specifically with four teachers who worked in elementary school, using semi-structured interview, conversation wheel and non-participant observation. Thus, from the analysis and discussion of the results in the body of the dissertation texts, it was possible to verify in the discourses and pedagogical praxis that a traditional view of curriculum still persists, a documentary sequence that needs to be strictly followed by the education professionals who work in communities, which fits into a conservative cultural perspective that fixes knowledge as fact, as information. The ethno-knowledge is often superficially approached in some contents of the disciplines of History, Sciences, Portuguese Language, Arts and Geography, what makes them their preservation for the future generations weakened. It was noticeable the decontextualization with the reality of the students, making the impoverishment of education in the two riverside communities worked. However, despite the teachers' discourses on the importance of the interdisciplinarity of formal contents with the knowledge of traditional communities, they have not shown to understand the real meaning and social role of the school curriculum in view of the need for the valorization of ethno-knowledge. established in the curriculum proposals. However, people, learners living and living in Vila Alencar and São Raimundo do Jarauá, have a specific relationship with ethno-knowledge and play a fundamental role in learning processes. Public educational policies that focus on students' local knowledge in a participatory and meaningful way are necessary, because the appreciation of the local culture, worked within the School Institution, has the ability to shape the individual's life, preparing them for future life. through the knowing that they are produced in it. It was confirmed with the research that it is necessary to rethink conceptions, to redefine the teacher's practice, inside and outside the classroom, having as main target the student and all the social groups that surround the school environment, it is necessary to show data to these communities, pedagogical didactic works, Brazilian Education Departments, which are working, after pedagogical intervention, the participation of ethno-knowledge in the construction of their projects and pedagogical didactic programs, with the appreciation of the diversity of the local culture, in order to structure the discourses in the school curriculum. It is relevant that the student values, appropriates and recognizes himself in the place where he is called to live. And this place is in the Amazon, more precisely in the communities of the environmental protection area of RDS Mamirauá.

Key words: School Curriculum. Ethno-knowledge. Pedagogical praxis. Community