Vivências e travessias de professores do campo pela formação continuada

Abstract

The present dissertation with the theme “Experiences and journeys of rural teachers through continuing education”. It aims to analyze the process of continuing education of rural teachers who work in multigrade schools (Elementary School I and II) of the municipal education network of Humaitá-Amazonas. In terms of methodological parameters, it is based on Stephen Ball's qualitative approach and policy cycle approach. Teachers who teach in multigrade classes in the Early and Final Years of Elementary School, located in riverside schools and roads, participated in the research. As a technique for data construction, semi-structured interviews were used with 9 educators. Therefore, for the research participants, continuing education is essential to the professional work they develop in Basic Education in the Field, considering that it is through continuing education that professionals build different knowledge and broaden the horizon of their educational practices and pedagogical practices at school. With regard to the process of continuing education of rural teachers, we evidenced the fragility in the municipality regarding the materialization of policies with specific training for rural education. Although some educators have continued their professional training process, there is still a lack of training to deal with the particularities of the field context. And, in this context, we observe how essential professional training based on the philosophical principles and ideas of field training is.