A casa familiar rural e a pedagogia da alternância no amazonas: a prática de um currículo educacional contextualizada à realidade amazônica

Abstract

The study proposed here results from an approach about the historical context of a social movement in the countryside in Amazonas, which, from the mid-1990s, through the Pedagogy of the Alternation of Rural Family Houses - CFRs, organized a school that practices a education contextualized the student's reality, in order to improve the socio-cultural condition of riverside communities in Amazonas. The work was carried out through a qualitative, bibliographic, documentary study using ethnographic procedures and contemporary theories, such as complexity, interdisciplinarity and multiculturalism, which sought to understand the historical conditions that led these movements to organize a school that practices guided teaching and geared to the local socio-cultural context. The approach was carried out based on clippings or fragments of the reality experienced by its participants, in order to understand the complexity, integrations and complementarities that exist between alternating schools and the students' daily lives. Knowing that these have an educational proposal that works through study cycles, with different times and formative spaces, that occur between the school and the family property or professional space and its complexity of experiences, practices and diversity. This being an experience arrived in Brazil around 1960 and, little by little, it was reproduced in other Brazilian states, among which Amazonas, which took place through the initiative of the rural social movements, which promoted a debate with the purpose of put into practice, an education project that opposes a historical political process of invisibility and exclusion of the population residing in the countryside. Especially when it comes to offering an equitable, quality education that dialogs with the particularities, needs and problems present in these communities. Bearing in mind that in a school that adopts alternation pedagogy, these processes are carried out from the educational practice that is integrated with the reality and daily practice of the student, his family and community. And so I made it possible to know their potential, their needs, their problems, their culture, environment and way of life. And so to define the teaching plan to be worked on by the school in order to satisfy their desires. Of all this, it is necessary to reflect that the knowledge acquired during the teaching process, mainly regarding the studied school. It is reflected in the daily lives of the actors involved, through actions that result in the creation, organization and enhancement of socioeconomic enterprises, as well as in the constitution of new forms of organization, management and use of resources, such as the consolidation of fisheries agreements and cooperative and associative organizations, as well as other actions that aim to develop and strengthen the environment, culture and knowledge in these communities. Many of these were carried out with the participation and commitment made by students and graduates of this school and which help to improve the living conditions of communities and their families.