A construção identitária do/a professor/a do campo no Município de Rorainópolis-RR na atual conjuntura política e social

• Autor(a) principal: Oliveira, Suziane da Silva
• Data de Publicação: 2021
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Repositório Institucional da UFRR
• Texto Completo: http://repositorio.ufrr.br:8080/jspui/handle/prefix/527
• topic: Identidade docente; Professor do campo; Processos formativos; Educação no campo; Teaching identity; Rural teacher; Formative processes; Countryside Education; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This dissertation aims to study the identity construction of rural teachers in the city of Rorainópolis/RR. The research is based on a case study in four schools located within the city's neighborhoods, which present conditions of difficult access due to problems of road infrastructure and insufficient transport. The main instrument used for data collection was a semi-structured interview with eight teachers who make up the teaching staff of these schools. Anchored in the concept of identity developed by Bauman (2005); Castells (2018), in addition to the conceptions of education defended by Freire (2001; 2010; 2011; 2013) and, specifically, rural education, discussed in Arroyo (2007, 2011); Caldart (2002, 2004, 2012); Ghedin (2001; 2016), and in the analysis of other authors, the research aimed to understand how the identity construction process of teachers in the field of neighboring schools in the city of Rorainópolis/RR occurs, which implied understanding the relationships established between processes and training elements added to the experience of these teachers, in the midst of so many impasses in the context. As this is a qualitative research, Bardin's (2011) content analysis was the technique used to organize the collected data, which were categorized into: teacher profile, personal and professional experiences, training processes, conceptions and identity statement. The interview with teachers allowed us to verify that: all had socioeconomic difficulties in childhood, youth and adulthood, so that most experienced a reality of migration, in search of better living conditions, in addition to start working life from childhood; most entrust their professional development almost exclusively to generalist education in the field of education, which do not account for the construction of critical and reflective thinking by the teacher in the specific context of teaching in the field; the continuing education provided by SEMED or partner institutions do not contemplate the reality of local peasant schools, their diversity, demands and needs, in order to transform the educational reality of the municipality; all teachers feel a great affinity with teaching in the field, as well as expressing expectations of improvements for the field and the search for building and rebuilding themselves, from the reflective process, for the benefit of a transforming project for education in the field. Therefore, it is concluded that most teachers build their professional training based on what is available and offered in lightened courses and meetings, under partnerships or by SEMED itself and that there is a need to invest in specific continuing education for the professional development of field teachers in the city of Rorainópolis-RR.