Navegando por Assunto "Cultura ribeirinha"

Agora exibindo 1 - 3 de 3

Acesso aberto (Open Access)
As águas da cultura vivida inundando a educação: uma leitura sobre letramentos e cultura ribeirinha
(Universidade Federal do Pará, 2018-02-23) CARVALHO, Marcia da Silva; PAIXÃO, Carlos Jorge; http://lattes.cnpq.br/5926523492011056
This study discuss the shift of social and educational literacy in an Amazonia drenched in symbologies and knowledge present in the voices of the residents of the Isles of Paquetá, Longa and Nova and in Unidade Pedagógica do Jamaci, Icoaraci district in Belém/PA. It is riverine literacy. The conceptual dialogs in which these ripples are evident are docked in BHABHA(2013), GERRT (1989, 2014), EAGLETON (2011) dipped in hybridism and cultural webs, the relation between the schooling process and the living riverside culture are present in the seas brought by BRANDÃO (1985, 1986) and by the becoming of the waters flowing social and scholar literacy, learning and world reading invoked to this study by FREIRE (1980, 1987, 1989, 1996, 2004), SOARES (1986, 2008, 2010), STREET (2014). Culture in different places move literacy, intertwining lived culture of the riverside community waving insular harmonies and disharmonies. This ethnographic research is based on the voices of the residents of the isles of Paquetá, Longa and Nova, workers and students of Unidade Pedagógica do Jamaci, which is connected to Fundação Escola Bosque, located in Igarapé do Jamaci. The qualitative approach serves as a reference to this study in its ethnographic format, using semi-structured interviews, narratives, photographic material and active participants’ observation as investigative instruments, setting from the reading of the voices expressed in the narratives of the subjects. In this sense of problematization the central questioning is brought: To which extent social literacy resulting from the lived culture of the riverside community is connected to educational literacy in the schooling process of Unidade Pedagógica of Jamaci? As a result the study demonstrates that the experiences lived by the riverside community creates connections with scholar experiences, where lived culture of the riverside community through their daily life will communicate with the school, settling then that there are no literacy without these cultural elements of the riverside everyday life, without social literacy overflowing into the scholar literacy, without recognizing the reinforcing that the diverse religious and sociocultural manifestations give to the riverside community life and the sustainability possible because of the singular and insular experiences. This way the relevance of this study consist in the come and go of the waters enlightening the Amazonian culture identifying it in the rhetoric, in the curriculum and in the process of literacy, minimizing the invisibility of the riverine people and all their cultural potential.
Acesso aberto (Open Access)
Arquitetura e lugar: entre o conhecimento formal e os saberes locais no habitat ribeirinho da Amazônia em Barcarena (PA)
(Universidade Federal do Pará, 2021-10-01) VIRGÍLIO, Mariana Fayad; PERDIGÃO, Ana Klaudia de Almeida Viana; http://lattes.cnpq.br/9009878908080486; https://orcid.org/0000-0003-0668-8603
Acesso aberto (Open Access)
Currículo, cultura e educação: a realidade insular do currículo em Belém
(Universidade Federal do Pará, 2015-06) GONÇALVES, Micheli Suellen Neves; ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra
This article consists of a literary review which aims at questioning the influence of riverine inhabitants’ culture on the curriculum of riverine schools in Belém, establishing as its objective the re ection upon the school curriculum of those schools: Which identity it expresses? In which way it contributes to the cultural and social formation of the riverine inhabitants of Belém? this is a qualitative literature review-based research, comprising as its main authors Moreira e Silva (1995), Josenilda Silva J. (1993), Freire J. (2002), Fraxe (2004), Hage (2005) e Oliveira I. (2007; 2008). As a result it was identifed that the necessity for an alteration to the curriculum in order to satisfy the sociocultural reality of the riverine communities. therefore validating the specifc knowledge necessary for this reality is more than an epistemological challenge, it is rather a political matter, that is, to provide the citizens their rightful quality education and advocate the need for a curriculum that can properly attend to the singularities of the riverine inhabitants’ reality.