A experiência da formação de professores de história no município de Santo Antônio do Içá

Abstract

Teacher training in the interior of the state of Amazonas faces significant challenges, especially in hard-to-reach regions such as Santo Antônio do Içá. Logistical and financial barriers and the lack of opportunities hinder teacher qualification, directly impacting the provision of quality education, especially in riverside and indigenous communities. In this context, the research investigates the experience of training History teachers in the municipality, analyzing the challenges faced and the importance of the National Program for Training Basic Education Teachers (PARFOR) of the Federal University of Amazonas (UFAM). The objectives of the research include the analysis of PARFOR and its implementation in Amazonas, with an emphasis on the PA433 class of the History course in Santo Antônio do Içá. In addition, the research seeks to understand the impact of the program on teacher training, the relationship of teachers with indigenous themes and the influence of the COVID-19 pandemic on the progress of the course. The research also investigates the profile of enrolled students and the challenges faced throughout the training process. The methodology adopted has a qualitative approach, using document analysis, questionnaires and interviews based on oral history. Based on this analysis, we intend to understand how teacher training is developed in the municipality and what the social and educational impacts of this process are. The research contributes to the reflection on public policies for teacher training in remote areas and highlights the need for strategies that consider regional specificities.