Docência cabocla e as práticas pedagógicas em Ensino de Ciências

Abstract

This research aimed to analyze the nature of *Caboclo* teaching in Amazonian contexts—specifically regarding pedagogical practices and teacher training processes—seeking to understand how one becomes a Science teacher and the narratives teachers carry with them throughout their journeys in the art of practicing teaching in the riverside Amazon. By valuing the narratives of teachers working in the Amazon region, the study sought to understand how their life stories, training experiences, and educational practices intertwine within the unfolding of teaching in intercultural contexts. The research was justified as a means to analyze the formation of *Caboclo* teaching in Science education, reflecting on the moment an educator truly begins to experience this art or craft, as well as on the initial, continuing, and lifelong training of riverside teachers and their pedagogical practices in a multi- and intercultural context, recognizing Amazonian specificities as an integral part of pedagogical practice. Conducted as qualitative research grounded in a post-critical approach to education, the study utilized narratives derived from interviews with 12 Science teachers working in public schools in the Alto Solimões region of Amazonas (AM). The results demonstrated that teacher narratives provide insight into training processes, experiences, and pedagogical practices shaped by the specificities of the Amazonian territory, interculturality, and local and traditional knowledge. Challenges related to working conditions, the availability of resources and teaching materials, the contextualization of content, and daily school difficulties were also identified, even as teachers mobilize various strategies and knowledge from the Amazonian context to develop their pedagogical practices. In this sense, *caboclo* teaching constitutes a dynamic, relational process shaped by diverse experiences, forms of knowledge, and discourses; it is not reducible to a fixed identity but rather generates various ways of being, acting, and becoming a Science teacher within the Amazonian context. Thus, the research contributes to (re)thinking the practices, curriculum, and teacher training for educators working in public schools in the Alto Solimões region of Amazonas.