Políticas de formação inicial de professores do campo em Parintins: contextos e contradições

Abstract

This research emerged from the experiences of the Special Teacher Education Program (PEFD), as teacher of the municipal education system, from the experience teacher’ formation in the Teacher Education Program (PROFORMAÇÃO) and the National Plan for the Teacher Education for Basic Education (PARFOR) and also as a substitute professor of the degree courses of the Institute of Social Sciences, Education and Zootechnics of the Federal University of Amazonas (ICSEZ/UFAM) and teacher of the Center for Higher Studies of Parintins of the State University of Amazonas (CESP/UEA). It has as object of investigation the Initial Formation Policy of Countryside Teachers. The central concern was to know if teacher education policies meet the singularities of rural education in the socio-political, economic, cultural and territorial context of the municipality of Parintins. As a result of this development the following specific objectives were elaborated: 1) Contextualize the Municipality of Parintins and know the reality of the education that takes place in the peasant territory of said municipality; 2) Discuss the trends that underlie the political guidelines of teacher education in Brazil; 3) Identify the counter-hegemonic’policy of the Initial Formation of Countryside Teachers in Brazil, legitimized by the struggle of social movements and; 4) Analyze the policies of teacher education working with education that takes place in countryside territories in the context of Parintins. The methodological course is based on historical-dialectical materialism, understood as an instrument for capturing social facts, reality as a praxis and interpretation that enables the transformative intervention of reality. Used as research techniques: Documentary Research, Interview, Questionnaire, Informal Conversation and Notes in the Notebook. The locus of research was 01 (one) countryside school, out of a total of 118 (one hundred and eighteen) schools in the Municipality of Parintins. The subjects were 14 (fourteen) residents of the communities of Santo Antônio do Tracajá, São Mateus/Uaicurapá and Nossa Senhora de Fátima/Igarapé Açu/Tracajá, and 15 (fifteen) teachers of Basic Education, of whom 01 (one) assumes the function of Manager and 01 (one) is retired, in a universe of 947 (nine hundred and forty-seven) teachers totaling 29 (twenty-nine) participants. It defends the thesis that the policies of teacher education offered through programs, when institutionalized, do not account for a global policy of teacher education articulated to the singularities of countryside schools, as there are deep contradictions between the discourse of policies and their concrete implementation, by disregarding and making unfeasible the protagonism of teachers and the demanded needs of their contexts. It is recognized that solving such a problem is complex and not limited to the role of the teacher, so it involves questions of various orders, as appropriate funding for this purpose. It is necessary to organize and strengthen the category of teachers as fighters and protagonists in facing the struggle for a global teacher education, anchored in solid foundations and articulated to the singularities of the countryside schools as one of the possibilities to contribute to a strengthened education, whether in the country or in the city.