Territórios formativos na Amazônia amapaense: estudo de caso na escola família agroextrativista do Carvão - EFAC

Abstract

Going through the context of the issues that involve the economic, political and social aspects regarding the territory as a training space, demands us to understand its concept beyond the power and social relations. This dissertation aims to understand the knowledge of rural educators about formative territories and their contributions to the strengthening of the alternation pedagogy at the Escola Família Agroextrativista do Carvão-EFAC. The locus of the study was the EFAC, located in the Carvão District, belonging to the municipality of Mazagão/AP, located 37 km from Macapá. Regarding the methodology, it is a case study, with a qualitative approach. The research stages consisted of: 1) bibliographic survey; 2) conducting ethical procedures; 3) direct observation in the EFAC; 4) documentary survey; 5) semi structured interviews with a key employee of EFAC's administrative-pedagogical staff. And finally, the qualitative analysis of the data obtained. The results indicate that the understanding of the formative territory is based on the relationship between time/experience at school and community. So that territory is understood as the educational base, since the work starts from the community to the school, thus promoting a living school, with actions valued by the Pedagogy of Alternation, whose subjects have cultural appropriation, in order to understand their social essence in the school-community articulation. Thus, the importance of the Formative Territory was verified for the valorization of knowledge, experiences and singularities of the subjects in the Amapaense Amazon, which is directly reflected in the formation of the subject, as well as in the development of the region.