A cultura amazônica como conteúdo de ensino nas aulas de língua portuguesa: uma proposta de ensino para o 8º ano do ensino fundamental

Abstract

This work constitutes a teaching proposal that consists of the use of the Amazonian narratives as pedagogical content for the work in the classrooms of Elementary School II, in the municipality of Juruti - pá, in activities of reading and production of oral and / or written texts and linguistic analysis. Here, we will understand the language as a dialogical, ideological and heterogeneous phenomenon, resulting from the social interaction between individuals. The retelling of these stories in the classroom by the students brings to the fore questions inherent in the formation of the Amazonian people such as the environment, diverse prejudices and other subjects that are of relevant importance for the debate and the construction of the citizenship of our students. These narratives serve as a socio-cultural resistance movement of our Region in the struggle for more space and emancipation. All those who work in the teaching-learning process of the Amazon Region that the values and customs prioritized within the school are those of the great centers know it. The information inherent in our culture and the habits of our people are not incorporated into the pedagogical practices of the school, therefore, the choice to work with the narratives of the Amazonian imaginary, which serves as a link between the social context of students and school activities. The activities of this intervention are elaborated within the context of the most diverse genres of discourse that are part of the students' daily routine. The theoretical framework that guides this research has authors who discuss the language within their use questions and practices, in a dialogical and interactional way, such asAntunes (2012), Vygotsky (1999); Dolz&Schneuwly (2004) and Marcuschi (2010) and other authors that deal with Brazilian culture and folklore such as Câmaracascudo (2011).