Resumen:
This thesis discusses the symbolic universes in Amazonas. It starts with a conceptual, descriptive and interpretative approach of what the symbolic universes are and the cultural-religious scenario of Amazonas. It reflects on the material and immaterial objects that constitute the corpus of the cultural-religious scenario of Amazonas, called symbolic universes. It presents an overview of the plurality of views on symbolic universes from conceptual positions anchored in anthropology, philosophy, sociology and theology. It elaborates a descriptive narrative of the symbolic scenario of Amazonas by elucidating some elements inherent to the composition of this scenario: its landscapes, cultural-religious expressions and ethos. Finally, it proposes a hermeneutic-educational horizon, when considering the diversity of interpretative views of the web of symbolic universes present in Amazonian cultural-religious phenomena. The next chapter discusses the symbolic contents of the Amazonian scenarios and their influence on the configuration of the cultural-religious identity of people in Amazonas. The final chapter indicates the possible interfaces between symbolic universes and educational practices in Amazonas, considering the idea of school, project organization and curricular proposals. It discusses school-education taking into account the category of integral ecology. It considers three dimensions of the Amazonian context: the space-structural dimension, the aesthetic-environmental dimension and the symbolic-cultural dimension. It reflects on issues that concern teaching-learning processes. It makes a hermeneutics of the curriculum taking as object of analysis two Pedagogical Course Proposals and two curricular Matrices identifying the contents compatible with the Amazonian symbolic-cultural universe. It ends with the design of projects, such as proposals for continuing education for educators, focused on the appropriation of the symbolic-cultural contents of the Amazonian cultural context. As for the approach method, the study used the dialectic and phenomenological-hermeneutic perspectives. Dialectic, because it enabled the dialogical look at the multiple realities where the study content / phenomenon was inserted. Phenomenological-hermeneutic due to the effort to describe the study content / phenomenon as it presented itself (phenomenology) in the course of the research. With regard to procedural methods, it followed the observational and comparative orientation. The thesis, based on the content / theme - object - of study and the locus of the research, in the condition of becoming, points to other ways of conceiving and understanding existence, and considers the contents of symbolic universes as a propitious horizon to weave new meanings.
