Currículo na Educação Básica em escolas no contexto amazônico

Abstract

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.