Formação de professores na Amazônia bragantina: um estudo sobre o PNAIC e a prática pedagógica em classes multisseriadas

Abstract

The text on screen is part of the Field Education and Teacher Training field and presents the results of the research entitled "Teacher Training in the Amazonian Bragantina: a study on the PNAIC and the pedagogical practice in multi-serialized classes" that intends to analyze the training provided by the National Pact for Literacy in the Right Age (PNAIC) to the teachers of the Bragantina Amazon and its impact on the pedagogical practice of teachers of multi-grade classes. In order to reach the proposed objectives, a literature review was carried out in the literature and databases of the Post-Graduate Programs in Education (PPGED) of the Federal and State Universities of Pará that deal with thematic and documentary analysis, which have permeated all the work. The methodology used brings qualitative research as an approach, so we delimit ourselves in the bibliographic, documentary, and field research, having as a locus the formative and professional experiences of 09 teachers from schools in Bragança, Tracuateua and Augusto Corrêa, municipalities that integrate the Bragantina Amazon. In the search for a closeness to reality, interviews were conducted in order to strengthen the contact with the subjects that dynamize and recreate the knowledge in the schools/multi-series classes of this territory. The research showed that the teachers approve the quality and the methodology applied in this Continuing Education offered by the MEC, considering it as positive and satisfactory. In addition, it shows that all of them would be interested in continuing these studies, if they were offered and highlighted as more relevant aspects of this training modality, the possibility of sharing experiences, the practical applicability of the subjects addressed and the production of materials for use in the classroom. The results allow to infer that the PNAIC had a direct impact on the work of these teachers in the classroom and reveal that in the period from 2008 to 2018 it has been observed the existence of efforts of the federal government and the education secretariats of the municipalities locus of the research in the creation of public policies aimed at training teachers, especially those working in rural schools. However, they are educational policies that, for the most part, have been and/or are permeated by pragmatism, technicism and accountability of educational outcomes, which may not provide the teachers of the field with a formation that can articulate initial formation, formation continuation and professionalization in a perspective of consolidating their teaching autonomy in these spacestimes