The study investigates the continuing education and training of teachers who work in floodplain
schools in the municipality of Santarém-Pará, since the implementation of the Municipal
Education Plan (2015 to 2025), with a strategy to promote the training of teachers who work in
schools in rural villages, considering their differences and specificities, which served as an
indicator to verify how the continuing education and training developed by the Municipal
Department of Education (SEMED) contributes to the work of teachers who work in a
floodplain schools in the Municipality of Santarém. The general objective of the research was
to investigate how the continuing education developed by SEMED has contributed to the
pedagogical practice of teachers that work in schools in floodplain villages. This is a qualitative
research, using the case study method, based on documentary research and field work. The
research site was a main school located in the Agroextractive Settlement Project (PAE)
Aritapera, floodplain area, in the municipality of Santarém-Pará. To reach the objective, we
carried out a study of the literature on rural education and continuing education of teachers and
analyzes of documents prepared and disseminated by the Ministry of Education, the Municipal
Education Plan and the Pedagogical Political Project of the researched school. Interviews were
carried out with semi-structured questions with: 1 (one) Education coordinator of Fields/Rivers,
1 (one) director and 7 (seven) teachers who work in Elementary Education from the first to the
ninth year and who are part of the faculty of the school since 2015. The data obtained was
interpreted using the technique of content analysis. The results show that the municipality does
not have a continuing education and training policy to meet the needs of teachers who work in
rural village schools. Training provided by the municipality is the result of federal programs
and a partnership with the Ayrton Senna Institute. However, these formations are generalist and
do not contemplate the demands and specificities of rural schools. Thus, they contribute little
to the pedagogical practice of teachers who work in these schools. This shows the need to
rethink the initial and continuing education of teachers who work in rural schools in this region.
When it comes to floodplain schools, it is important to consider that most teachers work with
multigrade classes. This requires from the teacher broad knowledge, contextualized about this
reality. It also reveals the need to think about public policies that value teachers and provide
adequate working conditions.
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