Entre rios e tablados: o currículo multiculturalista nas práticas peagógicas dos professores na comunidade ribeirinha de Ipixuna Miranda

Abstract

The present study conducts an educational survey of the rich cultural diversity of the Beira Amazonas region, in the state of Amapá. The central question investigates to what extent cultural knowledge is present in the pedagogical practice of teachers, considering the multiculturalist curriculum that involves students in the construction of knowledge in the Ipixuna Miranda community? Its general objective is, firstly, to understand the cultural knowledge involved in the pedagogical practice of teachers, considering the multiculturalist curriculum that involves students in the construction of knowledge in the community of Ipixuna Miranda. Specifically, the aim is to contextualize the community in aspects of material and immaterial culture, describing its riverine particularities to understand the cultural knowledge produced collectively, in addition to identifying the pedagogical practices involved by the diversity of cultural knowledge and the specific characteristics of riverside in the context of the school, towards the production of knowledge intertwined with the multiculturalist curriculum. Also, it seeks to understand the perceptions of teachers related to pedagogical practices in the context of the community, identifying aspects related to cultural knowledge in the Ipixuna Miranda community. The methodological paths are based on the qualitative research approach, based on the epistemology of the case study as a research method mediated by oral history as part of the methodological strategy for a comprehensive investigation of the participants' voices. Data were analyzed through content analysis, which is justified by its broad character in the interpretation of different types of communications. A survey of material and immaterial knowledge was carried out and it was found that some cultural signs of the community are disappearing. It was observed that the teachers are knowledgeable about local cultural knowledge in order to get involved in the routines of that community. Regarding the involvement of students in the construction of knowledge, it is necessary to build a formative habit for social representation, a fact that does not occur within the classrooms of Ipixunenses. It was also observed specific work initiatives with the local culture, a fact that contributes to a touristic and folklorized curriculum, noting that only to a certain extent cultural knowledge is present in the pedagogical practices of teachers, considering the multiculturalist curriculum that involves the students in the construction of knowledge.