Os desafios na formação de professores amazônidas: enfrentamentos do PARFOR na realidade das comunidades no interior do Amazonas.

Abstract

This research focuses on the training of Amazonian teachers, analyzing their educational paths up to graduation in the Pedagogy course at the Federal University of Amazonas (UFAM) within the scope of the National Program for the Training of Basic Education Teachers (Parfor). The main research question investigates the existence and effectiveness of public training policies sensitive to regional specificities, aimed at teachers who live and work in communities, villages, districts, and municipalities in the interior of the Amazon. The general aim is to "investigate the initial training process of Amazonian teachers, their challenges, and the reality experienced in the communities belonging to the municipality of Barreirinha/AM”. As specific objectives, the research aims to characterize the current scenario regarding the reality of basic and higher education in the state of Amazonas, with a focus on the training of Amazonian teachers; to review the teacher training policy of Parfor, taking into account the experiences and accounts of student-teachers; to understand the educational journey of the student-teachers in the UFAM-Parfor Pedagogy course and their perceptions about becoming teachers; and finally, to uncover the impacts of the COVID-19 pandemic on the academic training of student-teachers and on the experiences of students in Amazonian communities. This is a qualitative, participatory study, including bibliographic research, document analysis, and fieldwork. The theoretical framework relies on authors in the field of teacher education (Nóvoa, Tardif, among others) and on Lev Vygotsky's Historical-Cultural Theory, linking human development, diversity, culture, and territory. The data was collected through semi-structured interviews and the formative reports of 33 Parfor student-teachers, and analyzed using the Dialectical Method. The results reveal challenges marked by the precariousness of educational management in rural contexts and instability in work relationships, difficulties in accessing and staying in the teaching degree, and a generalist initial training through Parfor, whose Course Pedagogical Project barely addresses local specifics and needs. The research results indicate that contextualized teacher training requires recognizing and integrating educators' cultural and territorial knowledge, strengthening education in the fields, waters, and forests. Finally, a more effective commitment from educational public policies and Higher Education Institutions to the initial and ongoing training of Amazonian teachers is considered, valuing the Amazon territory and the sociocultural diversity that constitutes it.