CURRICULAR AND PEDAGOGICAL PROPOSAL FOR ELEMENTARY EDUCATION AND SCIENCE TEACHING IN AMAZONAS

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Abstract

This article presents contributions to a critical reading of prescribed curricula, in which we aim to understand and reflect on the construction and prescriptions of the Curricular and Pedagogical Proposal for Elementary Education (PCP) for the Final Years of Science Education in Amazonas. The analysis has a predominantly informative character, inserted in the critical-analytical scope. To this end, we use analogies and metaphors that play an important role in understanding both the origin and the structure of the curriculum. This is a qualitative research, in which we reflect specific issues of construction and application of the curriculum, exploring the subjectivities related to the fundamental aspects of the PCP. This approach allows us to understand the universe of implicit meanings, motivations, aspirations, beliefs, values and attitudes. For a detailed understanding of the theme, Discursive Textual Analysis was adopted as the analytical method. The results reveal a PCP permeated by several curricular theories, in an attempt to promote the integral education of the Amazonian student. In addition, it assigns to the teacher the responsibility of creating a new curriculum in their practice, but based on the prescribed guidelines. The study concludes that, although the PCP is a document structured in several theoretical layers and, in general aspects of dry novelty, it offers possibilities of reinvention through contemporary transversal themes, which appear as opportunities for contextualizing Science Teaching to the amazonian student.