Formação contínua e desenvolvimento profissional de professores da educação básica no contexto do programa de letramento "reescrevendo o futuro" no município de Tabatinga/AM

• Ano de defesa: 2024
• Autor(a) principal: Menezes, Eloy Lima
• Orientador(a): Ghedin, Evandro Luiz
• Banca de defesa: Mourão, Arminda Rachel Botelho , Costa, Lucinete Gadelha , Camargo, Raiolanda Magalhães Pereira do , Guimarães, Oziris Alves
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal do Amazonas
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação na Amazônia
• Departamento: Faculdade de Educação
• País: Brasil
• Palavras-chave em Português: Professores - Formação - Amazônia; Professores alfabetizadores
• Área do conhecimento CNPq: CIENCIAS HUMANAS: EDUCACAO
• Link de acesso: https://tede.ufam.edu.br/handle/tede/10769

In the Amazon, the specificities in the way of life of riverside populations in the State of Amazonas require special attention from public authorities, especially with regard to public policies and educational programs, due to the geopolitical nature where they are implemented. The work entitled: Continuous Training and Professional Development of Teachers in the Context of the Literacy Program “Rewriting the Future” in the Municipality of Tabatinga-AM, deepens the debate on the literacy process and the continuous training of teachers who worked in said program. The general objective that guided the research was: Understand how the process of continuous training and professional development of teachers occurred, in the context of the “Rewriting Future” Literacy Program from 2002 to 2010”. Based on the general objective, we developed the specific objectives which are: Identify the teachers who worked on the Literacy Program “Rewriting the Future” from 2002 to 2010 in Tabatinga-AM; Verify the difficulties faced by teachers regarding their professional teaching development. Understand how the government of the State of Amazonas and the Departments of Education (SEDUC) and SEMED of Tabatinga acted to provide continuous training and professional development for Basic Education teachers in the period from 2002 to 2010. The research problem was outlined as follows. As happened, the continuous training and professional development of literacy teachers, who worked in the Literacy Program “Rewriting the Future” from 2002 to 2010, at the Almirante Tamandaré Indigenous State School in the Umariaçu II Indigenous Community, in the municipality of Tabatinga/ AM? The methodological procedures were constructed based on the approximation with the investigated reality, where we defined the Almirante Tamandaré Indigenous State School as the research locus, located in the Umariaçu II Indigenous Community, in the municipality of Tabatinga. The research subjects totaled 18 teachers, based on inclusion criteria adopted in the methodological path. The research techniques used to obtain the data were: application of questionnaires with open and closed questions and narrative interviews, which allowed the analytical construction of the voice of the subjects researched. The research is qualitative in nature, where the study prioritized the content of the narratives. The results obtained reveal the stories and way of life of riverside teachers, their relationship with nature and work, to guarantee the family's livelihood, as well as the preservation of cultural and generational tradition. It is concluded, therefore, that the trajectory and challenges faced by riverside literacy teachers who worked in the Literacy Program “Rewriting the Future” were of great value, as well as the impacts generated by the program, which was significant in reducing illiteracy rates. in the municipality of Tabatinga and in the State of Amazonas. However, with the change of government, it was not possible for the State to continue educational actions, hindering the literacy process for illiterate people and the ongoing training and professional development of teachers