A constituição docente e sua relação com o universo temático de educandos de uma comunidade ribeirinha de Manaus

Abstract

The present study aims to investigate the constitution of teachers who work in a riverside school, searching for evidence, in their pedagogical practice, of pedagogical practices that value the students' Thematic Universe. From this objective, we listed three specific ones: to describe the constitution of teachers of the Ensino Fundamental II (Elementary School II) of a public school, emphasizing the aspects of formation, teaching performance and some socio-historical-cultural elements; to identify socioeconomic, political and cultural aspects of the Nossa Senhora de Fátima Community, aiming at understanding possible problematic situations and contradictions that it presents; and to develop, together with the school community, a pedagogical proposal that contributes to the improvement of the teaching practice, based on the students' Universe of Theme. The locus of the research is the Municipal School José Sobreira do Nascimento, in the Community Nossa Senhora de Fátima, located in a riverside area of the Negro River, in Manaus/AM. The research was developed in two phases: first, the teaching constitution of the Elementary School II teachers: formation and teaching practice, and in the second phase, the Freirian Thematic Approach: a pedagogical proposal for the community Nossa Senhora de Fátima. Methodologically, this is a participant research, of qualitative approach, using quantitative analytical elements. The data were obtained through questionnaires, semi-structured interviews, informal conversations, local newspapers and the meeting for the elaboration of the school's Political-Pedagogical Project, all in a participatory way with the local and school community. Some adaptations were made along the way, due to the pandemic of the new coronavirus. The theoretical reference that underlies this research is the Thematic Investigation, based on Paulo Freire's assumptions, adapted to formal education, the Freirian Thematic Approach, using the Three Pedagogical Moments. Regarding the influences on the teaching constitution, we observe the formal and informal elements. From the steps of the Freirian Thematic Approach, the Generating Theme emerged: "Fatima's garbage: where does it go?" With this, we developed a pilot pedagogical proposal, from the Thematic Universe of the learners. The results of this research indicate, in relation to the teaching constitution, that the formal aspects are more relevant than the non-formal elements and the teaching pedagogical practices are marked by a ready-made curriculum, in which examples from the everyday life of the students are used, only illustrating and not problematizing. It was noted that the initial and continuing education courses are insufficient for the articulation between theory and teaching practices. It was noticed that most of the educators did not know the community and its problems. As for the Generator Theme, the pilot pedagogical proposal was based on the daily life and on the traditional knowledge of the students, and it was possible to verify that this method can provide a critical teaching that considers the students' knowledge. We defend and encourage a reflection that includes in the school's Political-Pedagogical Project elements of the school curriculum that consider the students' Thematic Universe, their reality, and the valorization of their biocultural memory.