O sentir-pensar dos docentes das multisséries das águas, na Amazônia Mazaganense/AP

Abstract

Rural education in the Amazon constitutes a space of struggle and resistance against the historical exclusion of riverside populations, affirming contextualized educational practices that articulate territorial and school knowledge. From this perspective, the Pedagogy of the Waters understands the Amazon as a territory of life, in which rivers, forests, and sociocultural relations guide educational processes, breaking with homogeneous and urban-centric curricula. Therefore, this study analyzes how educators from multi-grade schools on Route I, in the water territory of the municipality of Mazagão, understand and represent their teaching practices in dialogue with the multiple realities of the Amazon. The methodology adopted is a multiple case study with a qualitative approach, carried out with teachers from the multi-grade schools and follows the following methodological steps: 1) Bibliographic survey, 2) Documentary research, 3) Direct observation, 4) Application of a socio-educational questionnaire, 5) Culture circle, using generating themes and round table discussions, 6) Data analysis using the Theory of Social Representations. The results highlight the insufficiency of continuous pedagogical support, the absence of continuing education focused on territorial specificities and multigrade teaching, in addition to structural limitations and the heterogeneity of classes, which require educators to employ multiple methodological strategies. In this context, the research broadens the understanding of teaching practice in water-based schools and offers subsidies for the construction of more contextualized pedagogical practices, sensitive to the socio-territorial specificities and realities of multigrade Amazonian schools in Mazagan.