THE TEACHING PRACTICES OF KOKAMA TEACHERS: A STUDY OF THE MARECHAL RONDON MUNICIPAL INDIGENOUS SCHOOL IN THE SAPOTAL COMMUNITY IN TABATINGA (AM)

Abstract

Abstract

The reality of the school environment requires teachers to adapt their instruction through pedagogical practices that - directly and simply - foster in students an enthusiasm for constructing their own knowledge. The reality of Indigenous education varies across the Indigenous communities along the Upper Solimões, particularly where it is coupled with a lack of investment in the professional development of Indigenous teachers. Thus, the general objective of this study is to analyze the pedagogical practice of Kokama teachers at the Marechal Rondon Municipal Indigenous School in the Sapotal Community in Tabatinga (AM). To achieve the proposed objective, it was necessary to carry out various study activities, as well as a literature review and fieldwork - including semi-structured interviews, direct observation, field notes, and photographic records. It is concluded, therefore, that Kokama teachers have adopted strategies within their pedagogical practices to strengthen the ancient culture of the Kokama people by making daily use of resources drawn from the local reality for the creation of educational play materials related to the topic studied in the classroom; furthermore, they draw upon traditional knowledge—everyday family activities—as part of the process of planning their teaching.