Os saberes socioculturais locais dos alunos campesinos do ensino médio modular: experiências de ensino baseadas na educação física para a saúde em Mojuí dos Campos/PA

Abstract

The Amazon region is the scene of tensions between exploitation and environmental preservation on various scales. This requires schools and communities to take action to educate citizens to be critical and aware of the implications of these dynamics (often oppressive) for the lives and health of students in rural contexts. The research is based on the premise that a conventionally structured curriculum for an urban context does not meet the specific needs and sociocultural knowledge of rural Amazonian students. Thus, the study is anchored in education as an emancipatory process that values diversity and Amazonian particularities. It recognizes the potential of the Amazonian natural environment to reframe the methodological practices of Physical Education (PE), aligning them with local knowledge and the theme of health education from an ecological perspective. In this context, the research is centered on the following question: How can the teaching of rural students’ sociocultural knowledge be pedagogically systematized in PE classes, focusing on the ecological axis of health education, within the Modular Teaching Organization System (SOME)? The general objective of this study is to investigate the processes of pedagogical systematization of the teaching of sociocultural knowledge of rural high school students in the SOME, within a health education approach centered on the ecological axis, in PE classes. The specific objectives are: (a) to identify the processes of systematization of the teaching of sociocultural knowledge articulated with the ecological axis of health education; (b) to analyze the process of systematizing the teaching of sociocultural knowledge articulated with the ecological axis of health education; and (c) to develop an educational resource related to the systematization of teaching sociocultural knowledge articulated with the ecological axis of health education. The methodology adopted was the Formative Didactic Experiment, grounded in Davydov’s Developmental Teaching theory, conducted within the scope of the Professional Master’s Program in Physical Education in a National Network (PROEF), with students from the 2nd year of high school of the SOME, in the community of Ubinzal, Mojuí dos Campos municipality, state of Pará, Brazil. The results showed that rural students have extensive sociocultural knowledge, built up through their daily practices, which initially was not recognized or linked to the school curriculum. The pedagogical intervention, based on the Developmental Teaching Theory, demonstrated that intentional teaching mediation and the systematization of this knowledge promoted qualitative leaps in learning, greater student engagement, and a critical understanding of the relationship between health, environment, and rural ways of life. This process was recorded in a pedagogical notebook as the answer to the research question. Finally, despite the structural challenges of SOME, we believe that the results indicate that valuing the territory and local sociocultural knowledge in PE through teacher authorship strengthens student leadership and promotes meaningful, contextualized, and humanizing learning. We advocate for the maintenance and strengthening of SOME as an educational policy for human development in rural areas of Pará. Despite the structural challenges faced by the SOME, the results indicate that valuing territory and local knowledge in Physical Education strengthens student protagonism and teacher authorship, promoting meaningful, contextualized, and humanizing learning.