THE STANDING FOREST AND THE EDUCATION THAT RESISTS: AMAZONIAN KNOWLEDGE IN TEACHER EDUCATION

Abstract

This article describes the pedagogical experience “The Standing Forest in Teacher Education,” developed in the undergraduate program in Rural Education (Licenciatura em Pedagogia do Campo) at the University of the State of Amazonas (UEA), in Carauari, Amazonas, Brazil. The initiative took place in the rural area of the municipality and aimed to provide pre-service teachers with experiences of pedagogical praxis that engage with the specificities of rural education in the Amazon, particularly through the use of the forest as an educational resource. The experience sought to foster the development of individuals committed to their sociocultural and environmental realities. The methodology was grounded in a phenomenology of lived experiences and included participatory diagnosis, workshops for producing teaching materials using local resources, classes conducted in non-formal learning environments, and the creation of autobiographical memorials. The results reveal an expansion of the participants’ representations and the strengthening of their critical autonomy regarding the teaching role within the Amazonian context. The proposal also highlighted logistical challenges, local resistance, and the need for greater institutional support for rural education in the Amazon