A Política de formação continuada e valorização docente na Educação do Campo em Itacoatiara: Uma análise dos planos PNE, PEE/AM e PME (2014-2025)

Abstract

Rural Education in the Amazon is shaped by a context of deep historical and structural contradictions that directly influence the working conditions and teacher education policies in territories of waters, lands, and forests. In the municipality of Itacoatiara, in the state of Amazonas (Brazil), these challenges reveal the tension between what is established in educational public policies and what is effectively materialized in the concrete reality of rural schools. Within this framework, and situated in Research Line 1: Education, State, and Society in the Amazon, this study aims to analyze how the National Education Plan (PNE 2014–2024), the Amazonas State Education Plan (PEE/AM 2015–2025), and the Municipal Education Plan of Itacoatiara (PME 2015–2025) address and implement actions related to continuing teacher education and the professional valorization of rural teachers between 2014 and 2025. The specific objectives are: to contextualize the researcher’s trajectory as a Rural Education teacher; to analyze the theoretical frameworks that underpin teacher education and professional valorization policies; and to comparatively examine goals related to the work of rural teachers contained in the analyzed documents. Grounded in the theoretical-methodological perspective of Historical-Dialectical Materialism, the research is characterized as a documentary study, articulating a critical analysis of the three education plans with the researcher’s lived experience and teaching practice in the Amazonian rural context. This approach seeks to grasp not only normative formulations but also the mediations and contradictions that permeate the implementation of educational policies. The findings indicate that, although the education plans acknowledge the importance of continuing education and the valorization of the teaching career, persistent problems remain, such as precarious school infrastructure, insufficient transportation, the lack of specific pedagogical resources, and the absence of teacher education policies that take into account the particularities of Amazonian territories. These limitations reveal that governmental strategies remain disconnected from the objective needs of rural subjects, thereby undermining the right to an education with socially referenced quality. It is concluded that, despite the formal alignment among the PNE, PEE/AM, and PME, public policies remain fragile in ensuring effective conditions for teachers’ professional development. Therefore, the study reaffirms the need for educational policies that go beyond a merely normative perspective, ensuring a critical and emancipatory form of teacher education capable of strengthening Rural Education as an instrument of social justice.