A disciplina de estudos amazônicos e a formação de professores do ensino fundamental : uma experiência no munícipio de Marabá-PA

Abstract

This research is about the school subject Amazon Studies and the elementary school teachers education in the municipality of Marabá-Pa. In carrying out our research, we developed a study that explains the emergence of the discipline in the state of Pará and, consequently, in Marabá, identifying the profile of the professional that works with the subject and investigating the teachers' perception regarding the contribution of the contents contained in the curriculum and to reinforce the awareness of socioenvironmental issues. Social relevance consists of understanding the subject as resistance to the practices of exploration and occupation of the Amazonian soil, subsoil and waters, because the peculiar characteristics of the Amazon region make us participants in different power disputes and we, as researchers, believe that the existence of a discipline that addresses the diversity of the region strengthen the identity of the subject that resides in the region with its own territory. The theoretical framework consists of Apple, Goodson, Almeida, Silva, Paulo Freire, Milton Santos, Rodrigues, Pontuschka, among other authors who have helped us to understand the curriculum concept, urban space dynamic (re)production, education in the Amazon context and teachers’ education. We used a case study with documentary analysis, adopting the following methodological procedures: documentary research, questionnaires and interviews with teachers who work/worked with Amazon Studies in the municipality of Marabá-Pa, and interviews with the mentor of subject (Violeta Refkalefsky Loureiro, Phd), with the author the first dissertation on the subject (Davison Hugo Rocha Alves, Msc.) and also with the Municipal Educational Council representor (Jaide das Graças Barreiros). We concluded this survey understanding the importance of the Amazon Studies to the regional context, however, we have identified that the subject, according to the teachers’ speech, does not reach one of its goals; the awareness of the socioenvironmental issue.