O ensino escolar e o contexto sociocultural e ambiental de comunidades ribeirinhas no interior do estado do Amazonas

Abstract

Education of students who lives in the border of Amazon rivers should be grounded in the aim to develop citizenships prepared to recognize and understand the reality around themselves as it help them to be integrated to solutions of problems in their own environment. These communities are being increasingly punished and vulnerable to changes in the environment. The problem is that part of this process is caused by the residents themselves. By this reason, aligning school pedagogical practices with the daily life of this population is fundamental for a full life. The present teaching with technological mediation is the current educational modality offered to the rural communities into the interior of the State of Amazonas. Classes are taught by videoconference. Nowadays much has been discussed in the research on forest, water and land conservation in the Amazon, but little is done. Faced with this problem, we elaborated a research project that aimed to understand how the adaptations of the school contents addressed in the educational system are made to the socio-environmental and cultural context of students by the teachers. It is understood that the teaching process in the rural area should accompany the reality of its students, based on this conception, the present research sought to deepen the understanding on two proposed questions: do teachers take into account the environmental and cultural reality of students? Which culture is this and how occurs the process of content adaptation? This research was lead at the community Nossa Senhora da Paz, situated in Costa da Conceição, a village in the Amazon forest of the Itacoatiara municipality, in a state school of this region. To develop this research it was used a qualitative methodology of ethnographic type. The subjects of the survey were residents of the locality, teachers and students. Data were collected through direct observation; analysis of documents and archives; interviews with records in videos, audios, image and in field diary. Data were collected, analized, interpreted and described focusing on socio-environment education. What we conclude is that although the socio-environmental and cultural issues of the students are not directly discussed in the school contents, the efforts of the presential teachers, through projects executed, awakened in the students the concern and care with the environment in which they live. There is an attempt to raise awareness of land, water, and forest care by noting that subsistence depends directly of these elements.