Educação do campo no sul do Amapá: contribuições para a prática pedagógica nos anos iniciais

Abstract

This article examines the pedagogical practices within the riverside context of Laranjal do Jari, in the state of Amapá, focusing on the school, local knowledge, and how these cultural practices are addressed by riverside teachers. The research is guided by the principles of Rural Education, which involve social struggles, the right to scientific knowledge, and the valorization of local culture. The study analyzes the relationship between pedagogical practices at the school and life in the Rio Cajari Extractive Reserve, in the Martins Community, focusing on students in the early years of elementary school. The specific objectives include characterizing the relationship between pedagogical practices and the school community, as well as examining how extractivists relate to local culture, beliefs, work, and everyday experiences. The research seeks to answer the question: How are local cultural knowledge and practices incorporated into the pedagogical practices of riverside teachers? The main results reveal a disconnect between the school curriculum and local cultural practices, as well as the need for more contextualized teaching that reflects the community's reality. The conclusions highlight the importance of an education that recognizes and values local cultures, promoting autonomy and strengthening the identities of the subjects involved