Território da educação do campo na Amazônia Ribeirinha do Estado do Amazonas-Brasil
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Universidade do Estado do Amazonas
Resumo
The "people of the Amazonian countryside" have specific social, economic, cultural
and environmental characteristics. Any policy aimed at the educational demands of
these populations needs to start with an understanding of their way of life. With this in
mind, this monograph discusses the relationships that these individuals establish
between the school and the territory in which they live, as well as observing whether
teaching, especially geography, dialogues with the social, economic, environmental
and cultural reality in which they are inserted. Based on this, the general objective of
this work is to analyze the territory of Rural Education in the Riverside Amazon in the
Jandira Community, which is located in the municipality of Iranduba in the state of
Amazonas, Western Amazon, considering the strategies of struggle, resistance and
didactic-pedagogical challenges for teaching geography in rural schools. And the
specific objectives are: to understand the social movements of struggle and resistance
in the territory of rural education in Brazil and in the riverside Amazon; to understand
the didactic-pedagogical ways of thinking about rural education and geography
teaching in the Amazon, especially in the state of Amazonas; to analyze the territorial
strategies of struggle, resistance and the challenges of rural education in geography
teaching in the riverside Amazon of the municipality of Iranduba-AM. The research
question asked the following questions: What relationships do those involved in this
type of education establish between the school and the territory in which they live?
What are the struggles and resistance strategies of rural education in the riverside
Amazon? Does geography teaching engage with the social, economic, environmental
and cultural reality of the students? Methodologically, we opted for qualitative research,
with contributions from elements of the dialectical method. From this perspective,
interviews and photographic records were taken based on a specific case: a municipal
school located in a riverside community in the municipality of Iranduba/AM. The
research was preceded by a bibliographical and documentary survey and analysis of
the subject and the reality/object of discussion. Based on the adoption of appropriate
methodologies for teaching Geography in Rural Education, it was found that the
teacher of the subject uses strategies that dialog with the social, economic,
environmental and cultural reality of the students. Regarding the territory, there are no
public policies for the population, but rather government actions that are not very
effective for the reality of these riverside dwellers, who are at the mercy of the goodwill
of those in power. In order to break with this fact, it is necessary to implement public
education policies that are capable of thinking about education based on the identity
and reality of the riverside territory in the direction proposed by the Rural Education
Policy. What follows is an in-depth discussion of the issue raised in the context of the
reality selected for study.
Keywords: Rural Education. Geography Teaching. Riverine Amazon. Territory.
Territoriality.
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Citação
MARINHO, Franklin Cruz. Território da educação do campo na Amazônia Ribeirinha do Estado do Amazonas-Brasil. 2024. 77 f. TCC (Graduação em Geografia) - Universidade do Estado do Amazonas, Manaus.