Navegando por Assunto "Riverside School"

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Currículo menor de ciências: atravessamentos por uma escola ribeirinha da Amazônia Tocantina Paraense
(Universidade Federal do Pará, 2019-04-30) CORRÊA, Edilena Maria; BRITO, Maria dos Remédios de; http://lattes.cnpq.br/6896268801860211; https://orcid.org/0000-0002-0478-5285
A curriculum is a way of life, of existence, a space to experiment, to do and to produce. A curriculum is a discourse, it is a production process. A resume is life. In educational practices they inhabit lives, doing movements, a science curriculum as well as a curriculum in other areas of knowledge is always a process of inventiveness. For this process of research-creation the idea comes from the argument that the science curriculum is life, although it is officially in the hard and sedentary meshes. Science is a knowledge also produced in inventiveness like any other. In this way, the science curriculum that is scored in this research comes along the smaller lines, coordinated by living powers of community lives, food production methods and unique processes of these lives that cross the riverside school environment. Understanding the science curriculum crossed by the school knowledge and the usual knowledge of a riverine community of the Tocantina Amazonian Paraense. The invention research was given among residents of the island of Pacuí de Cima, municipality of Cametá-Pa, School Professor Fulgêncio Wanzeler and had as triggering questions: what powers a minor science curriculum offers for the expansion of educational practices? What can the minor practices of a science curriculum do? How is the minor science curriculum produced by singularities? The invention research aims to create, singularly, a minor science curriculum traversed by n'compositions of knowledge that drag science to other visibilities in the space of the school of the Island of Pacuí. The idea is to think of a program of experimentation that offers heterotopian voices. In this way, the research is crossed by the theoretical thought of the Deleuzian Philosophy of difference by modes of conceptual variations and displacements, also promotes an effort of poetic creation of a notebook of teachers / students crossed by the curricular powers of sciences in variation of a riverside school of the Amazon Tocantina Paraense. The poetic process of the notebook is crossed by the creation of a smaller science curriculum in the involvement of school practices in the Amazonian environment. In addition, the thesis agency, poetically, various images, drawings, collages, digressions between water crossings and photographs. The thesis also produces, amateurishly, a notebook of photographic images, daily records of my crossings between the school and the community that give thought to the science curriculum. As a passing-completion bet, the thesis creation understands that a resume is a model to be followed, nor a packet crate if it is finished. The smaller science curriculum that runs through the thesis creation attentive to the lines of uniqueness as a program of experimentation that runs through the vitality of every school, teacher, student. A bet on the openings of curricular science practices.
Acesso aberto (Open Access)
História e educação do campo: as possibilidades para o ensino de História
(Universidade Federal do Pará, 2022-06-20) SILVA JÚNIOR, Fernando Luís Couto da; COSTA, Renato Pinheiro da; http://lattes.cnpq.br/0413733044020733; https://orcid.org/0000-0001-7132-0579
The concerns during the years of teaching as a History teacher, working in schools in the countryside of Breves, were the motivation to carry out the writing of this dissertation. An island with a fluvial reality, in which the students have a riverside identity, with customs totally different from what they were used to. An example of these habits is the routine of a riverside family that starts their chores early, among their occupations is fishing with matapí, fishing with nets, and hunting animals. I also noticed with colleagues that they were not used to the customs and reality that riverside communities practice. During the classes and the coexistence with the communities and the diversity that I found in the schools, I began to identify that most of my students have activities related to the concept of family farming, agriculture, fishing, hunting, extractives, flour manufacturing, in addition to working in small sawmills. It also concludes that the rural education curriculum requires this look at the students' daily lives. I found that the teaching of profitable History must be interdisciplinary, which means that the disciplines must work mutually in this text, collaborating with each other, with education in the countryside, mainly linked to the cultural and economic model of riverside communities. Thus, the focus of the research focused on the modular system of public education, which takes place in riverside schools in the municipality of Breves, with the objective of linking the teaching of History to the methodology of Education in the Countryside. The first chapter of this dissertation is aimed at showing a historical overview of how Education in the Countryside arises and showing how the Marajó region is a fruitful space for the performance of teachers. The second chapter shows how Local History is closely linked to Education in the Countryside, in which historical elements of the municipality of Breves are worked, together with the analysis of the implementation of the modular system of higher fundamental level with its curricular proposals, and, finally, An analysis is carried out with History teachers who work in riverside schools in the municipality. The results obtained with the analysis of the curriculum and the teachers' answers provided the third chapter with a proposal for a didactic sequence that involves elements of History Teaching with Education in the Field.