“Nossa sala de aula será o Médio Solimões”: A aprendizagem no contexto do Centro Vocacional Tecnológico – Tecnologias Sociais da Amazônia

Abstract

This research aimed to analyze learning processes at the Technological Vocational Center - Amazonian Social Technologies (CVT-TSA) of the Mamirauá Institute for Sustainable Development (IDSM), headquartered in Tefé, AM. In order to describe and analyze learning process, the situated learning theoretical approach was used (LAVE and WENGER, 1991), as well as the understanding of education of attention (INGOLD, 2010). Theories that allowed us to see the diversity and complexity of existing learning processes. The study approaches learning as a social practice, and not as an individual and psychological phenomenon, that is, the approach considers participation and learning as inseparable and closely related (LAVE, 1996). Research methodology include a qualitative approach, using ethnographic research. Data collection instruments used were participant observation, documentary research and semi-structured interviews. Thereby it was possible to unveil that learning in the context of the CVT/TSA was based on several pedagogical events in which students were able to act as protagonists of their learning. Participation in decision-making indicate that the first group of students (class 2014-2015), the CVT proposed to follow a course towards a differentiated education, this trajectory went through several moments of difficulties, revealing that any agent or institution that proposes to work with an education that truly promotes the autonomy of the subjects faces great challenges.