MOOC no Amazonas - uma análise da concepção de cursos à distância para educadores ribeirinhos: trajetória de uma pesquisadora cartógrafa

Abstract

This research presents favourings happenings for Financial Education with social, cultural, environmental and economic aspects of a riverside community in Amazonas. Its aim is to investigate the interventions carried out in extension actions in the context of training in a riverside community. In this process, we understand the school not only as a physical place where teaching and learning take place, but as a territory full of meanings, powers, relationships and becomings. One place in constant transformation, broad, allowing the possibility of dialoging with the realities and challenges experienced by students in their localities. From this perspective, we agreed with several intercessors as methodological resources to monitor, and at the same time, building a rhizomatic research. This resource opened up different ways to explore innovative pedagogical strategies that were contextualized with the native people reality. We used the cartographic methodology by Passos, Kastrup and Escóssia (2015) from the theorists Deleuze and Guatarri, because it offered a challenging and innovative approach, not only to the construction of knowledge but also to the research of multiplicities; the Digital Communication Technologies and Information from a Distance Education Center, a line of escape that brought together bodies geographically separated by a black river; an Extension Program aimed at the continued training of teachers in different municipalities in Amazonas and also; a Preceptory in the South of Brazil forming a large rhizome that crossed the country until the Black River; We conclude that opting for the deterritorialization of research from the perspective of Deleuze and Guattari's philosophy of difference (1995) allowed us to go beyond established borders. In riverside education this could be seen in the deconstruction of the physical limitations of 'school'. Digital technology has enabled learning spaces for teachers without necessarily confining them to a physical location, allowing them to access educational resources, experts and study groups beyond their existing territory. It allowed them to have ideas about producing projects and dreaming about postgraduate studies. It allowed partnerships with state development agencies to train fishermen in handling technics that improves fish sell price, providing them marketing skills. As a product of this rhizomatic experimentation, we present a training trail contextualized for the riverside reality through a prototype course in the MOOC format based on the Project-Based Learning - ABP methodology, presented in the attachments and in the results of this research.