O potencial didático-pedagógico presente nos espaços não formais da comunidade Punã, Uarini/AM

Abstract

Educational practices in non-formal spaces are an important method of transformation of teaching-learning process, promoting a contextualized and transdisciplinary education, appreciating socio-cultural knowledge. The theme of the present study the rural education in non-formal spaces, regarding the link between the Paradigm of Systemic Complexity from the author Edgar Morin; the interdisciplinary perspective of the environmental sciences; and the model of liberator and dialogic education as proposed by Paulo Freire. This theoretical and methodological subset were our guide in the task of analyzing the didactic-pedagogic

potential in non-formal spaces at Punã community, starting from practices and socio- cultural values, in order to reach a new proposal of rural education. The work has a

qualitative approach, and uses the following data collection techniques: documentary survey, semi-structured interviews, systematic observation, field diary, photographs and tools for collective rural diagnosis. The research had as participants, dwellers of Punã community, educators and students of Municipal School São Luiz de Gonzaga and education managers. The group practical activities in non-formal spaces subsidized the creation of a pedagogic product, built collectively with the research participants. The research concluded that the state's educational model is detached from the rural people's needs. The local knowledge allied with elements of the natural environment, must be appreciated in a politic pedagogic proposal. This is a possible way for an education that acknowledges the rural people's diversity.