Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo
The process of acquiring experiences in the field of teaching is essential to understand the complexities and challenges faced by teachers from their training to their performance in the classroom. Thus, this study has as its main objective to understand the first teaching experiences in rural schoo...
| Autor principal: | Dias, Yanka Pereira |
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| Grau: | Trabalho de Conclusão de Curso |
| Idioma: | por |
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Brasil
2025
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http://riu.ufam.edu.br/handle/prefix/8583 |
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oai:localhost:prefix-85832025-03-10T21:26:21Z Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo Dias, Yanka Pereira Vasconcelos, Corina Fátima Costa http://lattes.cnpq.br/7806888496537416 Souza, Rosana Ramos de Fonseca, José Luiz Pereira da corina@ufam.edu.br Formação profissional Experiências docentes Educação do campo Professional training Teaching experiences Rural education CIENCIAS HUMANAS: EDUCACAO . . The process of acquiring experiences in the field of teaching is essential to understand the complexities and challenges faced by teachers from their training to their performance in the classroom. Thus, this study has as its main objective to understand the first teaching experiences in rural schools, considering the specificities and challenges of the Amazonian context. The identification of the reasons that lead many graduates of the Pedagogy course at ICSEZ/UFAM to start their professional career in rural schools is fundamental to understand the factors that influence this choice, whether for personal, social or professional reasons. In this context, the research considers that the teacher is the mediator of knowledge and cannot be neutral in his relationship with the students, and it is necessary to take into account the social characteristics and needs of each student. To achieve the proposed objectives, this study adopted a qualitative approach, with the objective of understanding the first teaching experiences in rural schools and the impacts of these experiences on the formation of teachers' professional identity, consisting of semi-structured interviews, which allowed participants to freely discuss their experiences. The study was developed in the communities of the Lower Amazon, where rural education is of great relevance, but is still undervalued. This study, therefore, provides important contributions to the understanding of the initial and continuous training of teachers who work in rural schools, emphasizing the need for a formative approach that takes into account the particularities of the rural context. In addition, it highlights the importance of public policies that strengthen education in the countryside and promote the appreciation of education professionals, ensuring adequate conditions for the development of their practice and their permanence in rural areas. In addition, it highlights the importance of public policies that strengthen education in the countryside and promote the appreciation of education professionals, ensuring adequate conditions for the development of their practice and their permanence in rural areas. The results revealed that teachers in the region, despite their dedication, face difficulties due to the lack of infrastructure, institutional support and the scarcity of adequate pedagogical materials. In addition, it was observed that the cultural, social and political specificities of these communities directly impact the teaching-learning process. O processo de aquisição de experiências no campo da docência é essencial para compreender as complexidades e desafios enfrentados pelos professores desde a formação até sua atuação em sala de aula. Assim, esse estudo tem como objetivo principal compreender como se dar as primeiras experiências docentes nas escolas do campo para uma boa parte dos egressos do curso de Pedagogia no Instituto de Ciências Sociais, Educação e Zootecnia/Ufam, Campus Parintins AM e como impactam diretamente na formação da identidade profissional. A identificação das razões que levam muitos egressos do curso de Pedagogia do ICSEZ/UFAM. Para alcançar os objetivos propostos, esse estudo adotou uma abordagem qualitativa, cujo instrumento de produção de dados foi a entrevista semiestruturada, que permite aos participantes discorrerem livremente sobre suas experiências. O estudo se desenvolveu nas comunidades do Baixo Amazonas, onde a educação do campo tem grande relevância, mas ainda é pouco valorizada.Este estudo, portanto, proporciona contribuições importantes para a compreensão da formação inicial e contínua dos professores que atuam nas escolas do campo, ressaltando a necessidade de uma abordagem formativa que leve em consideração as particularidades do contexto rural. Além disso, destaca a importância de políticas públicas que fortaleçam a educação no campo e promovam a valorização dos profissionais da educação, assegurando condições adequadas para o desenvolvimento da prática e sua permanência nas áreas rurais. Os resultados revelaram que os professores da região, apesar de sua dedicação, enfrentam dificuldades devido à falta de infraestrutura, apoio institucional e à escassez de materiais pedagógicos adequados. Além disso, observou-se que as especificidades culturais, sociais e políticas dessas comunidades impactam diretamente o processo de ensino-aprendizagem. 4 Sim s 2025-01-28T15:57:16Z 2025-01-28T15:57:16Z 2025-01-17 Trabalho de Conclusão de Curso DIAS, Yanka Pereira. Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo. 2025. 34 f. Trabalho de Conclusão de Curso (Licenciatura em Pedagogia) - Universidade Federal do Amazonas, Parintins (AM), 2025. http://riu.ufam.edu.br/handle/prefix/8583 por Acesso Aberto https://creativecommons.org/licenses/by-nc-nd/4.0/ Brasil ICSEZ - Instituto de Ciências Sociais, Educação e Zootecnia (Parintins) Parintins (AM) Pedagogia - Licenciatura - Parintins |
| institution |
Repositório Institucional - Universidade Federal do Amazonas |
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RI-UFAM |
| language |
por |
| topic |
Formação profissional Experiências docentes Educação do campo Professional training Teaching experiences Rural education CIENCIAS HUMANAS: EDUCACAO . . |
| spellingShingle |
Formação profissional Experiências docentes Educação do campo Professional training Teaching experiences Rural education CIENCIAS HUMANAS: EDUCACAO . . Dias, Yanka Pereira Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| topic_facet |
Formação profissional Experiências docentes Educação do campo Professional training Teaching experiences Rural education CIENCIAS HUMANAS: EDUCACAO . . |
| description |
The process of acquiring experiences in the field of teaching is essential to understand the complexities and challenges faced by teachers from their training to their performance in the classroom. Thus, this study has as its main objective to understand the first teaching experiences in rural schools, considering the specificities and challenges of the Amazonian context. The identification of the reasons that lead many graduates of the Pedagogy course at ICSEZ/UFAM to start their professional career in rural schools is fundamental to understand the factors that influence this choice, whether for personal, social or professional reasons. In this context, the research considers that the teacher is the mediator of knowledge and cannot be neutral in his relationship with the students, and it is necessary to take into account the social characteristics and needs of each student. To achieve the proposed objectives, this study adopted a qualitative approach, with the objective of understanding the first teaching experiences in rural schools and the impacts of these experiences on the formation of teachers' professional identity, consisting of semi-structured interviews, which allowed participants to freely discuss their experiences. The study was developed in the communities of the Lower Amazon, where rural education is of great relevance, but is still undervalued. This study, therefore, provides important contributions to the understanding of the initial and continuous training of teachers who work in rural schools, emphasizing the need for a formative approach that takes into account the particularities of the rural context. In addition, it highlights the importance of public policies that strengthen education in the countryside and promote the appreciation of education professionals, ensuring adequate conditions for the development of their practice and their permanence in rural areas. In addition, it highlights the importance of public policies that strengthen education in the countryside and promote the appreciation of education professionals, ensuring adequate conditions for the development of their practice and their permanence in rural areas. The results revealed that teachers in the region, despite their dedication, face difficulties due to the lack of infrastructure, institutional support and the scarcity of adequate pedagogical materials. In addition, it was observed that the cultural, social and political specificities of these communities directly impact the teaching-learning process. |
| author_additional |
Vasconcelos, Corina Fátima Costa |
| author_additionalStr |
Vasconcelos, Corina Fátima Costa |
| format |
Trabalho de Conclusão de Curso |
| author |
Dias, Yanka Pereira |
| title |
Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| title_short |
Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| title_full |
Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| title_fullStr |
Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| title_full_unstemmed |
Formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| title_sort |
formação profissional e as primeiras experiências docentes: desafios e possibilidades na constituição de ser professor no contexto da educação do campo |
| publisher |
Brasil |
| publishDate |
2025 |
| url |
http://riu.ufam.edu.br/handle/prefix/8583 |
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1831970245262180352 |
| score |
11.755432 |