A formação inicial de professores/as para atuação em escolas do campo com classes multisseriadas em Parintins-AM

Abstract

The research, entitled The initial training of teachers to work in rural schools with multi-grade classes in Parintins-AM, is the result of numerous concerns that arose during the training process in the pedagogy course at CESP/UEA and during professional practice As a substitute teacher in the pedagogy course at ICSEZ/UFAM, given the concerns, the following research problem arose: How does the process of initial training of teachers for teaching in rural schools with multi-grade classes occur in pedagogy courses? public higher education institutions in Parintins? Faced with this problem, the research has the general objective of analyzing the initial training of teachers for teaching in rural schools with multi-grade classes in Pedagogy Degree courses at public Higher Education institutions in Parintins. Seeking to achieve the general objective, the following specific objectives were defined: to study the theorists who discuss the initial teacher training policy, Rural Education and multigrade classes; contextualize the historical moment of the creation of the Degree Courses in Pedagogy at CESP/UEA and ICSEZ/UFAM, seeking to examine the Pedagogical Projects (PPCs) in relation to Rural Education regulations; and evaluate how the Degree Courses in Pedagogy at CESP/UEA and ICSEZ/UFAM work with Rural Education, especially the pedagogical practices of multigrade schools, considering their teaching plans and didactic content. The theoretical field on Rural Education, multigrade classes and teacher training is based on authors such as Arroyo (2007), Caldart and Molina (2011), Caldar (2004, 2008, 2011, 2012, 2015, 2019), Borges (2015 ), Silva (2017), Souza (2021), Gatti, André and Barreto (2009), Libâneo (2015), Molina and Hage (2015), Saviani (2009, 2011, 2020), among others who also contributed to the deepening theory that supports this study). This is documentary and bibliographical research supported by the Historical-Dialectical Materialism Method. The research locus for data collection was the Center for Higher Studies of Parintins CESP/UEA and the Institute of Social Sciences, Education and Zootechnics ICSEZ/UFAM. The main results of the research point to the need for Pedagogy courses in Parintins, from a curricular and methodological point of view, to expand debates on Rural Education, taking as a starting point a greater dialogue between the university and communities and movements. social, in order to better establish a relationship between teaching practice and the reality of the field in Parintins, thus establishing praxis as a founding element of teacher training. The study also indicates the need for a more comprehensive contextualization of the contents developed within the scope of the disciplines with the reality of Rural Education in the Amazon region, especially in the methodological and didactic disciplines, which is limited to discussing teaching proposals and pedagogical strategies in a general approach to content and education, without considering the local context.