The present research has the objective of studying the initial formation of teachers and the
change of pedagogical practice, under the title: "From the professionalization to the change of
the pedagogical practice: the contribution of the course of Pedagogy/Parfor of the Polo de
Igarapé-Miri". As a general objective we set out to identify and analyze the contributions of
the Pedagogy/Parfor course to change the pedagogical practices of the Igarapé-Miri teachers.
The specific objectives of this research are to investigate the configurations of the National
Vocational Training Policy of the Magisterium of Basic Education and its unfolding in the
professionalization and teaching identity; to analyze how the educational reforms of the 1990s
influenced the National Policy for Vocational Training of the Magisterium of Basic
Education; to describe the Pedagogical Course Project (PPC) of Pedagogy/Parfor of the
Cametá Campus, problematizing its local contextualization; to characterize, from the
socioprofessional point of view, the group of teachers participating in the research; to situate
from a theoretical point of view the debate about pedagogical practices within the school and
to identify significant changes in the pedagogical practices of Pedagogia/Parfor teachers of
Polo Igarapé-Miri and the nature of these changes. The research was based on the qualitative
approach. We carried out a bibliographical review, documentary survey and later, a field
study, which included the application of form and the accomplishment of semistructured
interviews. We used as subjects informants of this research 10 teachers of the basic education
of the course of Pedagogy / Parfor. The results show that the curriculum of the course was not
elaborated considering the characteristics of the municipality, which is predominantly
riverside. In turn, the disciplines that emphasized practical activities were the most celebrated
by teachers, as well as those that gave them possible solutions to their daily work. We must
also consider those disciplines that dialogue with the teachers' beliefs and perceptions
regarding their relationship with themselves and with the students. The relationships that were
established between teachers, students, other school professionals, parents and the community
underwent a transformation, in some more intense, more noticeable. The affectivity surfaced,
the look at the other, valuing the other. As for the professionalization, the teachers perceived
it as professional ascension, salary improvement and pedagogical practice change. The course
opened their horizons, raised their self-esteem and their understanding of their role in
improving the educational process.
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