Literatura amazonense no ensino médio integrado: uma proposta didática para a formação omnilateral

Abstract

The research titled "Didactic Proposals for Teaching Amazonian Literature in the Integrated High School at the Manaus Zona Leste Campus of the Federal Institute of Amazonas" contributes to the discussions on teaching Amazonian literature within the context of integrated high school education, focusing on holistic education and the development of an educational proposal aimed at supporting teachers in this process. The central question that guided the study was: how to create didactic material that would assist Portuguese Language teachers in addressing Amazonian literature while promoting holistic education in Integrated High School (EMI)? The main objective was to investigate the process of teaching Amazonian literature in the 3rd-year Integrated High School classes at the Federal Institute of Amazonas (IFAM) - Manaus Zona Leste Campus (CMZL), targeting Portuguese Language teachers. The research adopted a qualitative approach, appropriate for educational field studies, with data collection through documentary research and semi structured interviews, using questionnaires before and after the application of the Educational Product at IFAM CMZL and IFAM Manaus Center Campus. The data analysis followed content analysis methodology (Bardin, 2011), with an interpretative focus (Gunder, 2000). The results indicate that including regional literature in the school curriculum strengthens students' Amazonian identity, broadens their literary repertoire, favors their comprehensive development, and promotes the appreciation of local productions. The Educational Product generated is a didactic material focused on teaching Amazonian literature, designed to provide support to teachers on topics covered in the entrance exams of public universities in Amazonas.