A relação entre as infâncias do campo e o currículo da escola da Comunidade Cristolândia no Amazonas

Abstract

This research was conducted within the scope of the Graduate Program in Science and Humanities Teaching (PPGECH, acronym in Portuguese), under the Research Line “Theoretical-Methodological Perspectives for the Teaching of Human Sciences”, at the Federal University of Amazonas (UFAM), supported by the Coordination for the Improvement of Higher Education Personnel (CAPES) and the Group for Studies and Research in Early Childhood Education (GPEDIN, acronym in Portuguese). The study aimed to analyze the relationship between curriculum and pedagogical practices in Early Childhood Education and the cultural aspects of childhood in the Cristolândia Community, located in the municipality of Humaitá, Amazonas, Brazil, considering that childhoods develop according to the historical, cultural and social moment in which children are inserted. The research proposal emerged from the author’s own childhood experiences in a rural context and her professional experience as a teacher in a rural school for Early Childhood Education, particularly during the COVID-19 pandemic, when she had to visit children in their homes. Understanding the school environment as a potential enabler of childhood experiences, the study sought to identify the knowledge and doings of childhood in the rural context of the Cristolândia Community and how curriculum and Early Childhood Education spaces, supported by pedagogical practices, have contributed to their realization. The theoretical framework is based on researchers in Sociology of Childhood, represented here by Guimarães (2017), Iturra (2002), Kuhlmann Jr. (2015), Qvortrup (2014), Sarmento (2011), and Stearns (2006), as well as the historian Ariès (1986), who address the history of children and childhood both globally and nationally. The study also included Conde (2016), Marcílio (2001), Silva and Pasuch (2010), Silva and Silva (2013), and Souza (2018), scholars who investigate childhoods in the Brazilian and rural contexts, expanding concepts of childhoods within these territories. Data interpretation was enriched by Franco (2018), Gimeno Sacristán (2013), and Torres Santomé (2013), whose work contributed to curriculum discussions. The methodology employed was qualitative and ethnographic in nature, drawing primarily from Corsaro’s studies (2011). Data analysis used Bardin’s (2020) content analysis technique, while children's drawings were analyzed through the theoretical perspectives of Sarmento (2011) and Pinazza e Gobbi (2014). The research included ten participants: four children, four mothers, one school pedagogue, and one Early Childhood Education teacher. The data produced were grouped into axes corresponding to the moments of investigation during the research: reading of the reality of childhoods; analysis of narratives based on the participants’ accounts; critical analysis of documents, teaching practice and children’s productions. The results obtained demonstrate that childhoods in the Cristolândia Community are experienced in close contact with nature, its elements and with neighbors. Children play under the shade of trees and create their own toys. However, the National Common Curricular Base does not address rural diversity in its text, and the Amazonian Curricular Framework for Early Childhood Education, while highlighting the characteristics of rural children and childhoods, does not clearly present objectives that contribute to valuing their cultures. It was also identified that the curriculum proposal used in the community’s Early Childhood Education school, attended by the children of this research, along with its pedagogical practices, does not adequately address the specificities of rural children and childhoods, as outlined in the guiding documents for Early Childhood Education in these territories.