Concepções e práticas curriculares docentes um olhar sobre os saberes locais do contexto amazônico

Abstract

This investigative research raises a reflection about the school curriculum and its relation to the local knowledge, in this specific case, the ones observed in the context of Parintins city, in the State of Amazonas. The research assumed a qualitative approach, which was done with four teachers that act in the 5th year group in a elementary school, called Lila Maia, using, specifically, a semi-structured interview approach and observation. Eventhough teachers affirm they try to work the local themes articulated to formal disciplines contents, they do not demonstrate to understand the real meaning and social mission of the school curriculum related to the need of capitalization of local background, in order to go beyond the knowledge proposed in the formal curriculum. It is necessary a pedagogy that focus the students local knowledge, based in a dynamic and meaningful practices , because each culture is made by knowledge those are produced inside its context. The research confirmed that it is necessary reevaluate the concepts, the meanings of local teaching practices done to local social groups and show the importance of comunities in the building of knowledge and in the school curriculum speeches. It is very relevant that the student recognizes, take property and recognize himself as part of the context where he lives. And this place is the Amazon. Key-Words: Curriculum. Local Background. Teaching Practices.