O trabalho docente em uma escola multisseriada de Parintins

• Autor(a) principal: Costa, Liliane Nascimento
• Data de Publicação: 2018
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade do Estado do Amazonas (UEA)
• Texto Completo: https://ri.uea.edu.br/handle/riuea/91
• topic: Educador do Campo; Trabalho Docente; Escolas Multisseriadas; Educação do Campo

A research entitled "The teaching work in a multisite school of Parintins", aimed to investigate the teaching work of an educator who is in a multi-grade school in the municipality of Parintins-Am. In the methodological course we used the qualitative research, with the help of the method of dialectic approach and as a method of procedure, the case study, in locus, performed through the techniques of data collection: participant observation and semi-structured interview. The educator, parents of the students and the students were interviewed. As a theoretical basis, studies were carried out by authors such as Albornoz (2002), Farias (2010), Marx (2004), Tardif (2014), Ghedin (2016), Arroyo (2013) and Hage (2011). It was observed during the period of the research internship the multiple factors that made it difficult to carry out the educator's teaching work in the investigated school, among which the following should be highlighted: lack of physical and material infrastructure of the school; difficulty in organizing the pedagogical work in these classes; difficulty in drawing up planning; lack of pedagogical accompaniment of the education department; lack of specific training to act in these contexts; lack of teaching materials; difficulty in adapting to the context of professional performance; work overload. All these aspects reflect negatively on teacher professionalization and, consequently, on the teaching and learning process of students. Therefore, the study shows the lack of prestige in which the professionals of the education that work in the multisseriados schools of the field meet, which urgently suggests the necessity of the implementation of public policies that guarantee to the professional that acts in these schools their social valorization and that enable dignified conditions for the exercise of the teaching function.