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Currículo na Educação Básica em escolas no contexto amazônico
(Universidade do Estado do Amazonas, 2026-09-29) Carneiro, Maria Rutiene Santarém; Costa, Lucinete Gadelha da
This book addresses the development and reinterpretation of curriculum proposals tailored to the realities of the populations living in water, land, and forest territories. Structured into three units, the book ranges from a historical and epistemological review of curriculum theories (traditional, critical, and poststructuralist) to an analysis of Brazilian legal frameworks and public policies (such as the Operational Guidelines for Basic Education in Rural Schools). Based on the principles of Paulo Freire’s *Pedagogy of the Oppressed* and the *Pedagogy of the Movement*, the text advocates for a dynamic, contextualized, and interdisciplinary curriculum grounded in research, the valorization of local traditional knowledge (of riverine communities, farmers, Indigenous peoples, and extractivists), and Amazonian cultural diversity, contrasting with urban-centric and standardized models in order to promote human emancipation and social justice.
Docência em classes multisseriadas
(Universidade do Estado do Amazonas, 2026-09-29) Quintino, Fernanda Pinto de Aragão; Oliveira, Lúcia Helena Soares de; Quintino, Rosimario de Aragão
The book Teaching in Multigrade Classrooms addresses the challenges and potential of teaching in rural and riverside schools in the Amazon region. The book provides a historical, conceptual, and legislative overview of multigrade education, advocating for a move beyond the grade-based and urban-centric model in favor of a contextualized curriculum that values the culture, territory, and traditional knowledge of students. Through epistemological reflections and practical examples of action plans, the authors propose teacher-training strategies and active methodologies that strengthen rural education and the development of an emancipatory and inclusive pedagogical practice in the Amazon.
Educação, Cultura e Sociedade
(Universidade do Estado do Amazonas, 2026-09-29) Moraes, Roble Carlos Tenório; Barreto, João Rivelino Rezende
This work explores the triad of education, culture, and society in the Amazonian context, advocating for the development of an emancipatory and territorially grounded political-pedagogical project for the Bachelor’s Degree in Rural Education. The authors contrast the rigidity of the urban-centered educational model with the traditional knowledge and way of life of riverine, Indigenous, and Quilombola communities. Guided by Paulo Freire’s critical pedagogy and a recognition of local knowledge, the book offers a profound reflection on autonomy, intercultural dialogue, and respect for the territoriality of waters and forests as fundamental pillars for valuing and guaranteeing the right to a vibrant and people-centered public school system.
Estágio Curricular III: o planejamento e prática pedagógica na Educação Infantil
(Universidade do Estado do Amazonas, 2026-09-29) Souza, Maria Valcirlene de; Pereira, Carmel do Nascimento; Costa, Lucinete Gadelha da
The book Curricular Internship III: Pedagogical Planning and Practice in Early Childhood Education addresses the theoretical and methodological foundations of teacher training focused on early childhood education in the rural and riverside contexts of the Amazon. The book reflects on the challenges of context-specific pedagogical practice, emphasizing the importance of intentional planning, ensuring learning rights in accordance with the BNCC, and fostering children’s connection with nature. Furthermore, it highlights supervised practicums and research in the school setting as fundamental pillars for empowerment and the development of educational praxis in Amazonian regions.
Estágio Curricular II: conhecimento das realidades educacionais nas escolas do campo amazônico
(Universidade do Estado do Amazonas, 2026-09-29) Costa, Lucinete Gadelha da; Silva, Karen Rayane Medeiros da; Pereira, Waldiléia do Socorro Cardoso
This book addresses supervised teaching practicums and teacher training from the perspective of Rural, Water, and Forest Education in the Amazonian context. Based on the experience of the Bachelor’s Degree program in Rural Education at the State University of Amazonas (UEA), the book reflects on pedagogical practice and the construction of knowledge rooted in the realities and struggles of riverine communities, Indigenous peoples, Quilombolas, and family farmers.