Saberes socioculturais, escola e comunidade na várzea amazônica: etnografia de uma escola em Curicaca-Pará

Abstract

The research presented in this dissertation aimed to investigate how sociocultural knowledge emerges within the scope of a rural/riverside school located in the rural community of Curicaca in the municipality of Alenquer-Pará. Sociocultural knowledge is a set of knowledge that is materialized in the daily lives of traditional people, being evidenced in work and management practices, culture, religion, and leisure, among others, especially those who live in the countryside. The general objective was to analyze how the intergenerational relationship of sociocultural knowledge related to cultural practice is processed in a rural riverside community in the municipality of Alenquer-Pará, observing how these elucidations are local. This is a study with a qualitative descriptive approach focusing on ethnographic research accompanied by questionnaires, photography, documents, reports and conversation circles, in which they were carried out in two moments: a) community mapping to determine how sociocultural knowledge is constituted and valued in the reality of the community; b) school verification of how sociocultural knowledge is based on the educational environment. The results showed that sociocultural knowledge is significantly present in the reality of community members and is passed on through generations. At school, it was identified that sociocultural knowledge is materialized in school events, school projects and the pedagogical practices of some teachers at the institution, despite the school curriculum not adding value. In this context, this study problematizes a school that brings together both sociocultural knowledge and global knowledge.