Narrativas: um olhar para a formação de professores ribeirinhos no município de Caapiranga-AM

Abstract

From an epistemological point of view, the elements that constitute this work have placed me before a philosophical problem concerning the relationship between thought and action. The problem in question presents both objectivity and subjectivity, between consciousness and praxis. This research was constructed within the educational field, focusing on a well-known theme in Rural Education (RE): teacher training. Its distinguishing feature lies in the context in which I present the reality of teachers in the Amazonian community, which prompted my reflection. RE is understood as a specific area of knowledge, encompassing differentiated perspectives on education, as it is based on the principles of dialogue and knowledge construction through integration and problematization of lived reality. In this perspective, this work is entitled "Narratives and Images: A Look at the Training of Riverside Teachers in the Municipality of Caapiranga-AM," more specifically in the riverside community of Rosa de Saron/Rio Manacapuru, at the Betel Municipal School. The issue at hand is: How do we learn to be teachers in the Brazilian Amazon? How does the process of training teachers for rural education in the “Águas e da Floresta” schools take place, at a time when we have public policies that support this training process? What changes have there been in their work, community, life, and challenges after graduation? What motivates them to enter the teaching profession? What meanings and senses of riverside schools exist from the perspective of the individuals who are found there, live there, and constitute it? How has SEMEC been valuing the initial and continuing teacher training process for these riverside teachers in the municipality's communities? How important is initial and continuing training for teachers? Beyond training, what issues relate to culture, public education policies, religion, and patriarchy? Why is being a teacher in the interior of the state of Amazonas still a challenge for the education system, given that there are initial and continuing training courses for professional practice in these remote areas of the Brazilian Amazon? To understand these issues, I opted for a single case study to better understand this phenomenon. This methodology allowed me to analyze the complexity of the context. The study was based on the life stories and training of rural teachers in the Amazonian context, as narrated by the teachers themselves. Semi-structured interviews were used as a data collection tool, and we listed guiding questions in an interview script with objective and reflective questions. Subsequently, when analyzing the data, I used the Discursive Textual Analysis (DTA) procedure as a basis. It was in this vein that this qualitative research was carried out, based on the historical-dialectical materialism method.