A formação dos educadores das Escolas do Campo no Município de Humaitá-AM

Abstract

In Brazil, Education in the Countryside has been a topic widely addressed in the late twentieth century, in which it portrays the discussions to overcome the rural x urban paradigm. This concerns a stereotyped view of life in the country. The people who live there have no visibility as to their historical trajectory, belonging to rural spaces and the education offered is not contextualized with their life stories. When rural education is thought about and discussed, there is talk of building and reframing thoughts and actions aimed at rural people. It shows us how relevant it is to know education aimed at people living in rural areas, involving their own history and culture, for the effectiveness of policies aimed at this context. In this sense, the relevance of researching on this subject is highlighted, in view of the contributions arising from an education that thinks and values the populations of the countryside, and also the training of educators working in this context. This specific training is linked to this conjuncture of changes, contributing to the training of professionals in which it allows autonomy and criticality in their profession, in addition to being the educator's right to continuously improve in the training processes. Based on this context, the objective of this work was to analyze how the training of teachers who work in rural schools has been carried out in the municipality of Humaitá-AM, based on current policies and programs. This is a qualitative research, where documents were analyzed on the implementation of public policies aimed at rural educators in the municipality, in addition to conducting semi-structured interviews with 25 educators, the Municipal Secretary of Education, the Coordinator of Rural Education and the Supervisor of rural schools. The analysis of the data was based on the critical perspective of education, based on an epistemology that sees education as an orientation for the emancipation of the individual, in which knowledge and social practice are not dissociated. Considering the initial and continuous training of educators participating in this research, it was possible to verify that these formations have been happening, through the implementation of policies aimed at the training of teachers who are working in rural schools, based on the projects and programs formulated in the within the federal government, which reveals an advance regarding Rural Education. At the same time, there were limitations and challenges that still need to be overcome with regard to the rights of peasant populations.