Prática pedagógica em contexto amazônico

Abstract

This Dissertation is the result of a research project entitled Pedagogical Practice in the Amazonian Context that had the guiding question: how is the pedagogical practice of the teachers in relation to the cultural identity of the students in the classroom being carried out? It had as general objective to analyze the pedagogical practice of the teachers, considering the cultural identity of the students, in order to understand the reality in which they live. It was guided by two specific objectives: 1) to identify the teaching concept in relation to its pedagogical practice; 2) to verify the articulation between pedagogical content and the socio-cultural reality of the students. The methodology used, as to the approach, was qualitative (MINAYO, 1994). The study is of an analytical nature and the Hermeneutic-Dialectic method (MINAYO, 1996; CAMPOS, 2008; BRITO, 2016). As for the procedures for data collection, we used the semi-structured interview script with closed and open questions, answered individually. The research covered 10 high school teachers, 7 from the Humanities and 03 from the Exact area, aged between 28 and 57 years, of which 06 are male and 04 are female. The research site was the District of Itapeaçu-AM (municipality of Urucurituba-AM) and covered the only State School. The analysis was articulated throughout the text, considering the aspects of pedagogical practice, cultural identity, planning related to the Amazon context, pedagogical contents and the socio-cultural reality of the students. The result of the research evidences the finding that teachers understand that it is necessary to take cultural identity into consideration, considering the Amazonian context and the socio-cultural reality of students, mediated by the teaching pedagogical practice. Therefore, the research brought contributions to the knowledge, pedagogical and methodological practices of the teachers who place themselves and impose themselves in a space to be conquered, due to cultural challenges and the understanding of differences. Therefore, we suggest that there are other discussions regarding cultural appreciation and that this work continue discussions with other researchers about teaching practice in the Amazon context.