Context and curricular production in a changing training experience- Pedagogy in the field, water and forests in a conservation area in the state of Amazonas.

The aim of this article is to provide reflections on a curricular experience under construction in the bachelor's degree course in Field Pedagogy at Higher Normal School / Amazonas State University (UEA), UEA ), which was built from the Study and Research Group on Teacher Training for Science Teaching in Amazonia ( GEPEC ). It brings to light the challenge of a curricular construction in the training process with the Education of the Field, Waters and Forests initiated in 2019 in a protected area of the State of Amazonas in partnership between UEA, , the social movements present in the Middle Juru & aacute; Territory Forum- TMJ Forum and the Coordination for the Improvement of Higher Education Personnel ( Capes ). It is theoretically based on a perspective of curriculum as enunciation, operating with the ideas of Bhabha, Lopes, Frangella, Macedo and Arroyo. In its articulation with the question of the environment and sustainability, it mobilizes the ideas of Diegues, Sachs and Leff. It also works with the ideas of popular education mobilized by Freire, Molina and Caldart. In the methodological procedures of the work, a qualitative approach is adopted in the problematization of this curricular experience, indicating possibilities in the training of teachers in the riparian communities of the Amazon interior, provoking effects of displacement beyond their curricular proposal, breaking with the logic of prescription contained in the prescriptive intentions of the National Common Curricular Base ( BNCC ) and Resolution N degrees. 02 of the National Education Council - CNE (BNC of training), which can contribute to the problematization of the curricular production of the region in the face of the challenges of the Amazonian context.