“Ela começava assim...": um estudo autobiográfico sobre a influência dos contos orais ribeirinhos amazônicos na formação docente

Abstract

This Course Completion Work has the general objective of analyzing how Amazonian riverside tales, passed down through oral tradition, contributed to shaping my teaching identity, highlighting their cultural, pedagogical, and formative importance. More specifically, it aims to: describe cultural elements present in Amazonian riverside oral tales and their relevance to social and educational development; understand how these oral tales can support the development of a teaching practice that is sensitive to popular culture; and analyze the riverside oral tales I have experienced in my life, their social role, and how they have helped build my teaching identity. The research, which is qualitative in nature and takes an autobiographical approach, is based on personal memories and oral narratives experienced along the banks of the Purus River in Amazonas. It is theoretically grounded in authors like Silva and Cardoso (2009), Câmara Cascudo (2000), Paulo Freire (1989), Bakhtin (2016), and Almeida et al. (2024). The methodology links autobiographical accounts with oral tradition, allowing an understanding of how individual and collective experiences turn into educational practices. The results show that Amazonian riverside oral tales work as educational tools that can promote a critical, contextual, and humanized education, helping to value popular culture and strengthen teacher identity. It concludes that orality, besides being a cultural heritage, is an effective teaching practice that connects memory, tradition, and knowledge sharing, reaffirming its importance in education and in preserving traditional cultures.