Formação de professores do campo na Amazônia Paraense: um olhar sobre as práticas sociais de linguagens

Abstract

Reflecting on the importance of continuing training in rural schools, particularly with regard to the social practices of languages developed by educators in the Amazon region of Pará, requires a detailed look, since we start from the assumption that educators with contextualized training and within the local reality will be able to contribute with greater emphasis to the critical and reflective learning of the students who learn. With this in mind, the general aim of this study was to understand the process of continuous teacher training focused on social language practices and how it relates to rural education. In this way, we opted for a qualitative approach. The data was collected through a focus group made up of eight teachers from the center where the investigation took place: the Tessalônica educational center, located in the village of Tessalônica, in Irituia-Pará. The experience allowed pedagogical practices to be seen in the context of social language practices, with greater interaction. The results revealed the need for ongoing training, as well as pedagogical material that dialogues with the reality of the countryside. The research contributed to involving the school community in training during workshops that were given and generated a pedagogical notebook built in partnership with the participants, but it can be inferred that there is still a need for further studies on the subject, which can contribute on a larger scale to this discussion.