Narrativas orais do contexto amazônico: leitura e releitura no processo de ensino-aprendizagem nos anos iniciais do ensino fundamental

Abstract

This research aims to analyze the social relations resulting from the use of Amazonian oral narratives, myths and legends in the teaching-learning process of children in the early years of elementary school. This object of study arises from the growing educational interest in the subject, since the practice of telling and/or listening to Amazonian myths and legends is common in the Amazon territory, thus enabling a scientific analysis of how these oral narratives are used in the school environment. The discussions include understanding the meaning of Amazonian oral narratives in the teaching-learning process for the research agents, teachers and students, identifying how these narratives are present in the classroom. Therefore, the aim is to record the possibilities and challenges of working with such elements that represent the social world in the school environment. From this perspective, a field study was designed, in which data collection was carried out through open and semi-structured questions, allowing a more comprehensive analysis of the information obtained. When addressing the sociocultural potential of Amazonian oral narratives, the fields of study that can be used are Education, Culture, Identity, and Memory. Therefore, this research follows an interdisciplinary perspective, with the time period from 2019 to 2024. The locus of this research, in turn, is the Our Lady of Carmo State School (CNSC), a confessional institution belonging to the Diocese of Parintins, Amazonas, Brazil. To this end, we sought to raise scientific reflections on oral narratives from the Amazonian context, highlighting myths and legends in the teaching-learning process of children in the early years of Elementary School. Thus, we intend to contribute to the development of pedagogical practices in schools in the Amazonian territory that contextualize school knowledge to the cultural reality of Amazonian children, collaborating so that the school environment becomes a space for the production of knowledge, interconnecting universal knowledge with local knowledge.