Formação de educadores para as escolas do campo em Santarém – Pará: da construção à partilha de saberes.

Abstract

The true Field Education is the one capable of overcoming the School Walls. This education must be able to allow us to problematize how the field educators live and work, how they are thought and carried out the public policies for formation process, either be initial or continued formation. Entitled "Formation of Educators for Field Schools in Santarém-Pará: from building to share of knowledge", this dissertation is an exposition of the results of case studies on PROCAMPO - Training Program for Teachers, carried out by IFPA - Campus Santarém, analyzing how the PROCAMPO, which is a program that integrates the public policy for a training of field educators, has contributed to the pedagogical formation of these educators in Santarém. In order to better know the object of study, the literature about Education of Field and teacher training was reviewed, analyzing the laws that regulate it. Documentary research in the archives of the Program made it possible to verify the contributions of the curricular design proposed for the pedagogical training program of educators, identify which were thematic axes of formation considered most important by educators for the teaching and learning process, and learn how the formation can help the educators for the generation of new knowledge. The data obtained by the research received treatment by means of the Content Analysis technique (Bardin, 2011). The results showed that PROCAMPO significantly contributes to pedagogical formation of the educators, mainly because it is a specific teacher's degree course for those who work in Schools of the Field, being that all the axes of formation had their degree of importance, emphasizing the full collaboration of those who they discussed curriculum and pedagogical practices. The training provided the educators with the construction of new knowledge by means of TACs (Academic Completion Works), allowing reflection on the teaching and learning process in schools, generating new knowledge.