Desafios do cotidiano na formação e práxis dos(as) educadores(as) de uma escola ribeirinha no Município do Careiro – AM.

Abstract

This dissertation reflects on the everyday life challenges of a “ribeirinha” school (a school located on the side of a river), located in a community called São Pedro, in Careiro / Castanho – AM. It presents as its central objective under standing the daily life of a “ribeirinha” school, identifying how the theme of differences is posed in the training and practices of teachers who work in that environment. In order to better direct the research, several questions were raised that helped us to travel a particular path. They are: How is the everyday life of a “ribeirinha” school and what are its main problems? How does the special Program for the Development and Valorization of the Education Professionals of the State University of Amazonas (PROFORMAR – UEA) function? Does this process contribute to the improvement of the everyday life of the school? In which way is the multi/interculturalism expressed in the day - to-day routine of this school? Who are the teachers who work there? This research followed a qualitative design, with characteristics of an ethnographic approach, favoring participant observation and also utilizing, for collecting data, a semi -structured interview and a focal group technique. It included as research subjects the eight teachers who work in that school. We also followed one of the stages of the “Curso Normal Superior” (an undergraduate teacher training course), in the Program for the Development and Valorization of the Education Professionals, in which the research subjec ts (teachers) were participating. It was possible to notice that the daily life of this school presents some problems that function as obstacles for the development of its activities, such as lack of water treatment, shortage of school meals and didactic material, little cooperation among the teachers as well as problems related to the mobilization of the community and to the land where the school is built. Concerning the attention directed to cultural differences, this aspect is not as much visible in the day-to-day situation of the school, as in the contents studied or in the daily problems. Here the question is more focused on the school´s non valorization of the cultural elements that compose the universe of a “ribeirinha” community. So, this study allo wed us to conclude that the São Pedro School needs to move forward in the understanding of its social role, developing a more collective work, involving teachers/professionals who work in this school, and the community as well as to face/overcome their pro blems. A collective action that allows us to open the horizon for a new perspective educating, in which the curriculum has its focus on the life of the school in its multiple dimensions as well as the meaning of being a student and being a teacher in a “ribeirinha” school, in the Amazonian context.