A escola na floresta: manifestações culturais e processos educativos em comunidades tradicionais do Alto Solimões/AM

Abstract

This research was carried out based on an interdisciplinary perspective, aiming to present as cultural manifestations and educational processes, as a possibility to make culture the founding dimension of transdisciplinary education in the forest. The study focused on an Amazonian community called San José in Benjamin Constant, Alto Solimões Region. Methodologically, a research based on a qualitative approach, with field practices, collection of community testimonies, teachers and students, as well as workshops as ways of getting closer and closer to the subjects' perspective. The research process was carried out in a continuous and complementary way, through field practices and bibliographical research. In this sense, we sought to understand the human condition of the riverbank, a life in the Amazonian community of floodplain, an end to understand how in their daily lives, the rivers will create their ways of life, their practices and socializations. The present study was carried out with the Human and Social Sciences, having in Education, Anthropology and Sociology a promising space for the interdisciplinary debate. the perspectives of Edgar Morin's transdisciplinarity, as well as the writings on an Amazon and its traditional communities, could give support to reflect on possibilities of other pedagogies for a discussion of a school in the forest. A reinsertion in the rural school and its multi-serialized groups has made it possible to realize that the education installed in the traditional communities is not active for its goal, considering that it is often dissociated from the human condition of the riverside peoples, their imagery, their ancestry and their forms of production. The results of the research reveal that both teachers, community and students want a rural school in the forest, with quality infrastructure and feasible for the Amazon context. In this process, besides Edgar Morin, Jurjo Santomé, Medaets and Salomão Hage, were essential for reflection on other pedagogical possibilities, mainly as they approach the forms of socialization and learned that occur in non-formal environments of the community, where as rivers they come in early. It is in these daily activities that ancestry, farmed modes of production, fishing, secrets are revealed and learned, in constant collective practices in which observation and doing become essential for the identity and constitution of the riverine being.