Educação intercultural e as escolasribeirinhas: contribuições da formação continuada para o desenvolvimento de um currículo intercultural nas escolas das travessias dos rios e igarapés da Amazônia amapaense

Abstract

The present research, whose theme is: Intercultural Education and Riverside Schools: contributions of continuing education for the development of an intercultural curriculum in schools along the rivers and streams of the Amazon region of Amapá, unfolds in an analysis of how the continuing education in service, offered by the Municipal Department of Education, has contributed to the development of intercultural practices in riverside schools in the Amazon region of Amapá? The methodological approach is based on a qualitative approach, and the data are analyzed through the discourse analysis method. The research presents a theoretical contribution based on the concepts of culture, monoculturality, interculturality, intercultural education, monocultural education, rural education, riverside education, curriculum and its implications for education in Brazil and in the Amazon region of Amapá. Some authors were used as reference, such as: Arroyo (2011), Candau (2016/2019), Apple (2003), Hage (2011/2022), Fleuri (2018), Coppete (2012), Figueiredo (2022), Tavares (2018). The external research carried out in two municipal schools, characterized as riverside, they are: Escola Municipal de Educação Básica Foz do Rio Vila Nova and Escola Municipal de Educação Básica Leonice Dias Borges, I used semi-structured interviews with voice recording support as instruments for data collection. From the analysis of the data obtained in the interviews and the theoretical framework, it was noticed that intercultural education is distant from schools, especially riverside schools in the Amazon region of Amapá, and cultural knowledge is not yet consolidated in the curriculum established by the schools.