Ensino com pesquisa e a formação de professores/as no contexto amazônico: evidências e contradições no Programa Ciência na Escola no ensino médio do campo

Abstract

The dissertation corresponds to the result of the research entitled: Teaching with Research and Teacher Education in the Amazon Context: evidence and contradictions in the Science Program at School in the High School in the countryside. The Science at School Program, of the Amazonas State Research Support Foundation, as a continuing education for teachers and a program to encourage scientific initiation in the Amazon context, seeks to insert the concept of Teaching with Research into the educational reality of the State of Amazonas, enabling subsidies to teachers and students who participate in the projects. In this context, teachers who have their projects approved must provide opportunities in the school community for a different way of learning, through questioning and the search for answers. In this process, teachers and students benefit from Teaching with Research as the reflection and criticality become an everyday experience. Thus, the training of teachers, to meet this context, needs to happen in a critical and transformative way, because, for scientific research to actually meet its objectives in the school context, its conductor needs criticality and an innovative spirit. The structure of the research was given by the following problem: Does the Teaching with Research in the Science at School Program qualify the Training of High School Teachers in the Countryside in the Amazon context? In this way, the research had as a general objective, to analyze how Teaching with Research in the Science at School Program, of the Foundation for Research Support of the State of Amazonas, establishes a relationship with the Training of Teachers of High School in the Country in the city of Manacapuru/AM. As for the specific objectives, three were established: 1) To identify the theorization about Rural Education and the relationship with Contemporary Teacher Training theories in the field; 2) Examine the Contemporary Pedagogical Trends dealing with Teaching with Research and its connections with the Science at School Program; 3) To find out, in the context of the Campo High School, which type of training the implementation of the Science at School Program made possible. It was supported by the methodological procedures made possible by bibliographic, documentary and field research, the latter through semi-structured interviews and questionnaires applied to the manager and teachers of the Mário Silva D'Almeida State School through technological instruments, as we are still going through a moment of pandemic and social distancing become essential. Focusing on a qualitative approach, it was based on the dialectical historical materialism method. The research, sponsored by FAPEAM with 12 scholarship installments, allowed us to conclude, among other aspects, that Teaching with Research in the Science at School Program is present, however, it does not have the expected effect, considering that the process of critical and emancipatory teacher education does not establish itself, as its understandings of contemporary pedagogical theories and their influences/strengths in the peasant educational reality are shallow in face of the counter-hegemonic conception, so necessary especially in high school. Thus, it was observed that the perspectives of teaching aimed at scientific research in high school in the field and its consequences in teacher education is still a horizon to be reached.