A formação e atuação docente na disciplina de ciências em escolas do campo na Amazônia Paraense

Abstract

Good teacher education implies the teaching and learning process that qualifies and directs the professional to work in their area of training, but it is not uncommon to find teachers in exercises without training in the area, especially in rural schools. This work has as its general objective to analyze the reflexes of the lack of specific formation in the performance of teachers in the discipline of Sciences in rural schools, of Porto de Moz, Pará. The interlocutors of the research were three teachers who work in the final years of elementary school with the discipline of science in rural schools. In addition to observation and field diary, interviews were conducted from a script with semi-structured questions, which were later recorded and transcribed. These data were analyzed from a qualitative perspective, where it was identified that the predominance of teachers without training in Sciences, lack of pedagogical training and support offered by the Municipal Education Department of the, in addition to a framework that reveals the precariousness of work of educators working in the field.