Processos participativos de pesquisa e prática pedagógica II

Abstract

This work links the epistemological and methodological foundations of Rural Education with the specific characteristics of the Amazonian context, proposing an educational paradigm that values the knowledge of riverside communities and the territory of waters and forests. By establishing principles grounded in critical theories such as the Pedagogy of the Oppressed, the Movement, and Alternation, the authors guide the development of research and engaged pedagogical practices aimed at social transformation and public and community emancipation, consolidating these efforts through the sharing of research projects that address the school reality of the Middle Juruá region, integrating teaching, research, and praxis in early childhood education and teacher training.