SCHOOL CURRICULUM AND THE AMAZON(S)

ways of seeing and thinking about the Amazonian context

Abstract

The research aims to analyze how the school curriculum shows ways of seeing and thinking about the Amazon (and its inhabitants). A qualitative approach was adopted with emphasis on bibliographic research. Different studies point to the curriculum as an ideological basis composed of different conceptions that reference and direct pedagogical actions. A social production, historically constructed to meet current needs and which acts as a link that articulates knowledge and control rules. It was found that the way the curriculum is designed, constructed and implemented in the educational context will reflect on the appropriation of knowledge and experiences of individuals, as it is a language that not only represents the world, but also produces this world and influences relationships. The Amazon is shown by the school curriculum as a homogeneous context, inhabited by people who share the same history, the same habits and cultural practices, symbolized in a generalized way and linked to the period of colonization of the Americas. Approaches are more evident in the areas of History and Geography, but the contents are more associated with physical than human aspects and do not have articulations, conveying the idea of ​​fragmented knowledge. In view of this, the relevance of a curricular proposal is noted and that contemplates the specificities of the Amazonian context, emphasizes the different histories, presents the social, cultural and economic diversities, as well as, shows the existence of different populations that inhabit this environment.