Educação do campo: desafios e perspectivas na formação continuada de professores das escolas de várzea no município de Santarém-Pará

Abstract

The study investigates the continuing education and training of teachers who work in floodplain schools in the municipality of Santarém-Pará, since the implementation of the Municipal Education Plan (2015 to 2025), with a strategy to promote the training of teachers who work in schools in rural villages, considering their differences and specificities, which served as an indicator to verify how the continuing education and training developed by the Municipal Department of Education (SEMED) contributes to the work of teachers who work in a floodplain schools in the Municipality of Santarém. The general objective of the research was to investigate how the continuing education developed by SEMED has contributed to the pedagogical practice of teachers that work in schools in floodplain villages. This is a qualitative research, using the case study method, based on documentary research and field work. The research site was a main school located in the Agroextractive Settlement Project (PAE) Aritapera, floodplain area, in the municipality of Santarém-Pará. To reach the objective, we carried out a study of the literature on rural education and continuing education of teachers and analyzes of documents prepared and disseminated by the Ministry of Education, the Municipal Education Plan and the Pedagogical Political Project of the researched school. Interviews were carried out with semi-structured questions with: 1 (one) Education coordinator of Fields/Rivers, 1 (one) director and 7 (seven) teachers who work in Elementary Education from the first to the ninth year and who are part of the faculty of the school since 2015. The data obtained was interpreted using the technique of content analysis. The results show that the municipality does not have a continuing education and training policy to meet the needs of teachers who work in rural village schools. Training provided by the municipality is the result of federal programs and a partnership with the Ayrton Senna Institute. However, these formations are generalist and do not contemplate the demands and specificities of rural schools. Thus, they contribute little to the pedagogical practice of teachers who work in these schools. This shows the need to rethink the initial and continuing education of teachers who work in rural schools in this region. When it comes to floodplain schools, it is important to consider that most teachers work with multigrade classes. This requires from the teacher broad knowledge, contextualized about this reality. It also reveals the need to think about public policies that value teachers and provide adequate working conditions.