IN THE INTERIOR OF AMAZONAS: TEACHING AND LEARNING IN THE PLAYFUL COEXISTENCE OF PEDAGOGY

ENSINAR E APRENDER NA CONVIVÊNCIA LÚDICA DA PEDAGOGIA

Abstract

This article aims to report facts of learning constructed in light of the experience of teacher training, in the interior of the state of Amazonas, more specifically, in the city of Uarini, in the Pedagogy class of the National Plan for Training Teachers of Basic Education (PARFOR). The intention was to present new methodologies and practices related to geography in the initial and final years of elementary school, as reformulations in new professional realities, since teachers/students exercise the teaching profession in the riverside areas of the aforementioned municipality. To analyze the training process of pedagogy students of Parfor/Uarini-AM, in order to contribute to more significant learning. The methodology initially describes how the meeting of teacher-trainer and teacher-students took place, based on dialogue, discovery, and the reciprocal relationship that allowed for a discussion about suggested strategies, such as motivating teaching practices, promoting learning with students from riverside schools. The results were possible through practical teaching of the concrete material: macaca (geographic hopscotch) to understand the spatial reality of Uarini, with the incisive participation of Pedagogy students. In the learning spaces of critical readings, creative practices, motivation, constructions and formative dialogues, professional and personal experiences were shared. A formative and constructive dialogue in the light of authors such as: Cavalcanti (2005), Zanatta (2005), Kaercher (2014) and Freire (1996).