Desenvolvimento profissional de professores que atuam em classes multisseriadas na educação do campo: narrativas de docentes do município de Itaituba - Pará

Abstract

The presente study, linked to the postgraduate program in Education, at the Federal University of Western Pará (PPGE-UFOPA), It has as general objective analyzing, based on narratives, the training process of teachers in multigrade classes, who work in rural education, in the municipality of Itaituba-PA. It seeks to investigate how thes teachers constructo their own teaching professional develompment process, based on the following guiding question: in what way the training processo of teachers who work in multigrade classes in rural education, in the municipality of Itaituba, contribute to the development teaching professional? To achieve this, it was based in the qualitative approach to research in education and the interpretativecomprehensive methodology was adopted, supported by the method of autobiographical narratives. For the theoretical basis, we have based in Hage (2010, 2011, 2014), Ximenes-Rocha (2007), Munarim (2008), Molina and Sá (2012), Caldart (2009), Clandinin and Connelly (2011), Arroyo (2010), Nóvoa et al. (2007), Crecci and Fiorentini (2018), among Other researcher that dedicate themserves to studying the themes of teaching professional development, rural education, multi-grade classes and narratives. This investigation had as participants teachers from two centers (BR 163 and Transamazônica-Buburé), who have been teaching didactic-pedagogical activities with multigrade classes for the longest time in their respetive schools. The construction of the study’s empirical data occurred through the use of self-memorials, interviews with autogiografhical narratives and thematic sheets with teachers who work with multigrade classes in rural education. Data analysis was carried out using threestage Reading proposal of Souza (2014), in which the results are expected to reveal answers to the problem investigated. In this process, three units of thematic analysis (UAT) were identified: training process in professional development, training needs and professional practice. The results presented by the analysis carried out demonstrate that the process of teaching professional development of these teachers who work with multi-year studies is intertwined with the field, the reality in which They are inserted. Thus, this research highlights the importance of training these professionals who work in multi-grade classes, its training process, reflections, theoretical-methodological deepening, expansion of knowledge and sharing of knowledge and experiences. It is relevant because it recognizes the educators’voices that teach in these Spaces, providing the opportunity to reflect on the challenges and overcoming of the Journey experienced. This investigation provides these subjects a special perspective regarding their teaching practices and the didactic-methodological strategies adopted in the context and challenges of multigrade classes in rural education.