Formação docente e diversidade sociocultural amazônica: um estudo sobre a formação dos professores do colégio La Salle

Abstract

This work, articulated the Research Line Training and Praxis of the Educator Facing the Amazonian Challenges, supports the thesis that initial teachers formation fails when not paying attention to cultural issues. Knowledge about the theme is often seen very superficially, making the formation process a limited experience in material and human terms. The Amazonian population presents heterogeneity as a fundamental characteristic, being composed by a diversity of knowledges and experiences. In this sense, it is unacceptable that educational policies are dissociated from the different ways of existing present in that region. Therefore, teacher education policies should

care that teachers from Basic Education be capable of acting in dialogue with the socio- cultural context in which they find themselves. In the city of Manaus-AM, the La Salle

school has more than thirty years of tradition and history in education, serving students from early childhood Education to High School. The general objective of the investigation was to analyze how the training of teachers at La Salle school at Manaus, contributes (or not) to work with the socio-cultural diversity of their students. From a qualitative approach, the main data collection tools used were: semi-structured interviews with teachers and coordinators and document analysis in the corpus that conceived and organized the work developed during the academic year of 2018. The data analysis was based on the hermeneutic-dialectic method, insofar as this enables to understand the text and speech as a consequence of a social and knowledge process, both as a result of multiple determinations. It was concluded that teachers' formation has not been carried out as a multifaceted work, in which reflections and skills necessary to deal with the socio-cultural peculiarities of students are developed. Besides that, although the documents analyzed showed la Salle school worried about improving the formation of its teachers, during the year under review, in the case of cultural issues, nothing was worked. The school needs to develop measures of continuing education to work on the cultural characteristics of its students together with its teachers. And, even if, the teacher works with the regional culture in his projects, the best way to be developed is through the perspective of interculturality, not seeing social markers as isolated.