2026-04-062026-04-062026-03-06JESUS, Maria do Carmo Barbosa de. Por experiências educacionais que integrem a agroecologia no ensino fundamental de escolas ribeirinhas de Porto de Moz, Pará. Orientadora: Carla Giovana Souza Rocha. 2026. 31 f. Trabalho de Conclusão de Curso (Licenciado em Etnodesenvolvimento) - Faculdade de Etnodiversidade, Campus Universitário de Altamira, Universidade Federal do Pará, Porto de Moz, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9428. Acesso em:.https://bdm.ufpa.br/handle/prefix/9428This article aims to analyze the educational practices adopted in basic education schools in riverside communities, and to verify the possibilities of incorporating the discussion of agroecology in rural schools. The research was carried out in the Nossa Senhora Aparecida school on the Acaí River and the Santa Ana school in the village of Mutuncaia, in Porto de Moz, Pará. The qualitative research was conducted through fieldwork, including four interviews with teachers, observation, and documentary research. An educational activity was also carried out with elementary school children on food and diversity. Numerous difficulties were found in the development of school content in terms of conceiving the possibilities of interaction with agroecology education, environmental education, or even a deeper relationship with riverside lifestyles. This difficulty is linked to the initial and continuing training of teachers, and also to the fact that they teach subjects for which they are not qualified at the undergraduate level or that they only have a high school education. It was found that it is important for rural schools to seek didactic-methodological innovations and build experiences that contribute to the dialogue process between different forms of knowledge, understanding the context and ways of life in traditional communities. The inclusion of agroecology in the curriculum of rural schools opens space for a contextualized education, centered on respect for nature, culture, and the local knowledge of the riverside people who aspire to the recognition and appreciation of their traditional knowledge. The implementation of the educational action developed in the Santa Ana community, with students and community members, is a proposal of paramount importance in aligning school, community, and science education, reinforcing the importance of uniting these three pillars in educational processes. It is concluded that transformation needs to be built through the implementation of pedagogical projects and curricula focused on rural education from an agroecological perspective, for an education that is from the countryside and with the peasanAcesso AbertoCurrículoEducaçãoAmazôniaCurriculumEducationAmazonCNPQ::CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO::EDUCACAO RURALTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil