Da “desgeografização” à interdisciplinaridade: cabem os Estudos Amazônicos em uma disciplina escolar?

• Ano de defesa: 2021
• Autor(a) principal: Barros, Gabriel Renan Neves
• Orientador(a): Souza Neto, João Clemente de
• Banca de defesa: Mizukami, Maria da Graça Nicolleti, Andrade, Maria de Fátima R. de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Educação, Arte e História da Cultura
• Departamento: Centro de Educação, Filosofia e Teologia (CEFT)
• País: Brasil
• Palavras-chave em Português: estudos amazônicos; desgeografização; interdisciplinaridade; Amazônia; formação de professores
• Área do conhecimento CNPq: CNPQ::CIENCIAS HUMANAS
• Link de acesso: https://dspace.mackenzie.br/handle/10899/28563

This research investigated how teachers who work with Amazon Studies in the state of Pará are trained, specifically in the municipality of Marabá/PA, and had a public university as a structuring basis, where we sought to understand the importance of studying the Amazon environment through a curriculum specific component. For that, it is important to understand the Amazon as a dynamic, multidisciplinary space, with several educational, social, economic, and environmental contrasts, given the diversity found in the region provided by its territorial grandeur. Our concern is with the training of the teacher of the curricular component; for this, the Political Course Projects (PPCs) of the Teaching Degree and Teaching and Bachelor of Geography courses at Unifesspa Marabá campus were analyzed. After analyzing the PPCs of both undergraduate degrees, we performed a triangulation to substantiate data obtained through a questionnaire applied to professors of Amazon Studies and data sent by Semed (Marabá). If Amazon Studies professors do not work the discipline in an interdisciplinary way, we researched how both undergraduate degrees in Geography at Unifesspa train these professionals for professional performance to understand the role of this curricular component in defense of the Amazonian environment has been. In this sense, through document analysis and questionnaire application and after analyzing the data obtained, it was possible to understand that the process of "degeographicization" and the arrival of a possible interdisciplinarity will only be possible with a set of public policies aimed at structuring the Amazon Studies beyond a curricular component, but a necessary knowledge for people who live/depend/subsist or even not, on the resources that the Amazon rainforest offers.