Professores nômades: a trajetória do ensino nas comunidades ribeirinhas no Rio Purus, Lábrea, Amazonas, Brasil
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Data
2022-12
Autores
Orientador
Machado, Neli Teresinha Galarce
Banca
Rocha, Hélio Rodrigues
Oliveira, Valeska Fortes De
Oliveira, Everton Ferrer De
Del Pino, José Claudio
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Resumo
A presente tese é resultado da pesquisa realizada nas escolas das comunidades ribeirinhas do rio Purus e apresenta o contexto de estabelecimento do ensino formal e dos movimentos de aprendizagens dos estudantes nas escolas das comunidades ribeirinhas do rio Purus. O município em análise é Lábrea, localizado no estado do Amazonas, na região norte do Brasil. Este trabalho apresenta questões relacionadas às políticas públicas municipais que visam amenizar a falta de educadores para lecionar nas escolas das comunidades ribeirinhas do rio Purus. A pretensão foi verificar as dificuldades de manter os docentes nas comunidades, por um período, que possa completar um ciclo de ensino, pois existe uma rotatividade constante de docentes nas comunidades, devido à falta de estrutura, infraestrutura e incentivo profissional, para que as atividades do ensino sejam atendidas de forma a constituir um corpo técnico com apoio administrativo, serviços gerais e merendeiras, deixando os docentes empenhados nas atividades relacionadas ao ensino e aprendizagem. Dessa forma, os docentes teriam mais tempo para o planejamento, conhecimento dos costumes locais e desenvolver atividades complementares, que contextualizam os conteúdos e a realidade da comunidade. Nesse contexto educacional, precisa ser configurada a motivação e a orientação para que os alunos possam se sentir valorizados e continuar as suas atividades do ensino, para a continuidade dos estudos e formar cidadãos que possam conduzir o desenvolvimento das comunidades ribeirinhas do rio Purus, com as possibilidades de ocupar os espaços de trabalhos, que estão sendo ocupados pelos docentes enviados da cidade de Lábrea. Em duas comunidades pesquisadas, os docentes são oriundos do local de origem, essa situação tem motivado os alunos a pensar em estudar e retornar para a sua comunidade, para desenvolver sua atividade profissional. A falta de profissionais nas comunidades ribeirinhas do Rio Purus não está ligada somente aos docentes, mas aos profissionais das áreas de saúde, produção agrícola e administrativa, fato que interfere para que as comunidades possam se desenvolver em estrutura, economia e organização de cooperativas e associações. Este trabalho apresenta relevância educacional, cultural, social, política e profissional. Portanto, desejamos que essa pesquisa possa demonstrar para a sociedade brasileira uma realidade distinta do ensino em lugares distantes dos grandes centros urbanos. Esperamos contribuir com o estado da arte no quesito ensino, educação e espaços de aprendizagens em comunidades ribeirinhas do Amazonas.
This thesis is the result of research carried out in schools in the riverside communities of the Purus River and presents the context of the establishment of formal education and the students' learning movements in the schools of the riverside communities of the Purus River. The municipality under analysis is Lábrea, located in the state of Amazonas, in the northern region of Brazil. This work presents issues related to municipal public policies that aim to alleviate the lack of educators to teach in schools in the riverside communities of the Purus River. However, with difficulties to keep the teachers in the communities, for a period that can complete a teaching cycle, as there is a constant turnover of teachers in the communities, due to the lack of structure, infrastructure and professional incentive, so that the teaching activities, are met, in order to constitute a technical body with administrative support, general services and lunch, leaving the professors engaged in activities related to teaching and learning. In this way, teachers would have more time for planning, knowledge of local customs and developing complementary activities, which contextualize the contents and the reality of the community. In this educational context, motivation and guidance need to be configured so that students can feel valued and continue their teaching activities, for the continuity of studies and to form citizens who can lead the development of the riverside communities of the Purus River, with the possibilities to occupy the work spaces, which are being occupied by the teachers sent from the city of Lábrea. In two communities surveyed, the teachers are from the communities, this situation has motivated students to think about studying and returning to the community, to develop their professional activity. The lack of professionals in the riverside communities of the Purus River is not only linked to teachers, but to professionals in the areas of health, agricultural and administrative production, so that communities can develop, in structure, economically and in the organization of cooperatives and associations. This work presents educational, cultural, social, political and professional relevance. Therefore, we hope that this research can demonstrate to Brazilian society a different reality of teaching in places far from large urban centers. We hope to contribute to the state of the art in terms of teaching, education and learning spaces in riverside communities in the Amazon.
This thesis is the result of research carried out in schools in the riverside communities of the Purus River and presents the context of the establishment of formal education and the students' learning movements in the schools of the riverside communities of the Purus River. The municipality under analysis is Lábrea, located in the state of Amazonas, in the northern region of Brazil. This work presents issues related to municipal public policies that aim to alleviate the lack of educators to teach in schools in the riverside communities of the Purus River. However, with difficulties to keep the teachers in the communities, for a period that can complete a teaching cycle, as there is a constant turnover of teachers in the communities, due to the lack of structure, infrastructure and professional incentive, so that the teaching activities, are met, in order to constitute a technical body with administrative support, general services and lunch, leaving the professors engaged in activities related to teaching and learning. In this way, teachers would have more time for planning, knowledge of local customs and developing complementary activities, which contextualize the contents and the reality of the community. In this educational context, motivation and guidance need to be configured so that students can feel valued and continue their teaching activities, for the continuity of studies and to form citizens who can lead the development of the riverside communities of the Purus River, with the possibilities to occupy the work spaces, which are being occupied by the teachers sent from the city of Lábrea. In two communities surveyed, the teachers are from the communities, this situation has motivated students to think about studying and returning to the community, to develop their professional activity. The lack of professionals in the riverside communities of the Purus River is not only linked to teachers, but to professionals in the areas of health, agricultural and administrative production, so that communities can develop, in structure, economically and in the organization of cooperatives and associations. This work presents educational, cultural, social, political and professional relevance. Therefore, we hope that this research can demonstrate to Brazilian society a different reality of teaching in places far from large urban centers. We hope to contribute to the state of the art in terms of teaching, education and learning spaces in riverside communities in the Amazon.
Descrição
Palavras-chave
Professores; Nômades; Deslocamento; Comunidades ribeirinhas; Impacto cultural; Desafios educacionais; Nomadic teachers; Displacement; Riverside communities; Cultural impact; Challenges
Citação
LIMA, Fábio Teixeira. Professores nômades: a trajetória do ensino nas comunidades ribeirinhas no Rio Purus, Lábrea, Amazonas, Brasil. 2022. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 14 dez. 2022. Disponível em: http://hdl.handle.net/10737/3469.