A formação inicial de professores na Amazônia paraense: sentidos atribuidos pelos egressos a licenciatura em educação do campo

Abstract

The present study investigated the social representations of teachers who graduated from the Licentiate Course in Field Education on the process of initial formation and the effects on teaching practice. Therefore, we subsidize this study in the theoretical field of teacher training in the field and in the theoretical and methodological field of the Social Representations. As an instrument, the questionnaire and semi-structured interviews were used. The social actors of this research were teachers, graduates of the Degree in Field Education, who work directly in the territory of the Amazonian countryside in the northeast region, in order to investigate the following question: which directions do the graduates attribute to the process of initial training and its effects on teaching practice in the Amazonian field contexts? The results show that the social representations of the teachers about the course in Licentiate in Field Education are inscribed in meanings and meaning that reveal that the formative process experienced as a territory of opportunities - that contributed positively to the re - signification of the teaching practice, as well as conflicts and contradictions - reaffirming the permanent struggle for the right to education in the countryside and its specificities. These images guide practices that enhance and enhance the knowledge and realities of the subjects, contexts and schools of the Amazon region.