Os tempos acíclicos e cíclicos da natureza e sua influência nas escolas ribeirinhas de várzea e terra firme nos municípios de Manaus e Careiro da Várzea no estado do Amazonas

Abstract

This research has its main landmark in the influence that cyclical and acyclical times have on schooling in riverside schools in the floodplain and dry land, in the municipalities of Manaus and Careiro da Várzea in the State of Amazonas. For this, we sought to answer the following questions: How does schooling happen in realities far from urban capitals, and how the times of nature and city influence them, especially the curricular component: geography that the research understands to be the most suitable for relating to if to this topic? How do pedagogical teaching resources, for instance textbooks and mental mapping, help in the teaching-learning process of realities that are poorly supplied by government public policies for riverside schools? What if the way of life is integrated into the school that is located in the midst of a natural environment surrounded by land, water and forests? To answer such questions, methodological procedures were designed/organized to achieve success in that mission. The first was based on bibliographic surveys that made it possible to strengthen the theoretical framework as a basis for the research. The second took place through field research, where it made possible the proximity of the researcher with the object of research: the referred schools. The field practice methodology took the form of participant observation with the support of oral interviews, open questionnaires, identification of didactic resources used, such as: textbooks and constructions of mental maps. Based on the Human Geography of the Amazon and School Geography, this research sought to go beyond theoretical references and tried to understand how the riverside school integrates with the education offered to this state of magnitude, size and diversity that is the Amazonas, especially its peculiar reality of floods and ebbs and if this dynamics of nature that configures itself as its first teacher, and validated as a precious didactic resource to be used daily. Finally, it sought to reflect on how Brazilian public policies "think" about the education offered to locations far from urban capitals, and whether Brazilians contribute to this teaching-learning process. For this reason, this research is of total relevance to the construction of an understanding that the teaching of Amazonas and its full supply and quality cannot be limited to the capital Manaus.