A formação docente de alfabetizadoras do campo: cartas pedagógicas no contexto de Palmas-TO

Abstract

This research focuses on the continued training of literacy teachers who work in the rural context of the municipality of Palmas-TO. It seeks to understand what the demands and possible strategies are for continued training in the Rural Education horizon, through the experiences of literacy teachers who work at the Escola de Tempo Integral Aprígio Tomaz de Matos, located in the rural area of the municipality of Palmas- TO. In this sense, the study answers the following question: What are the challenges and potentials regarding the continued training of teachers and their teaching practices in the rural area of Palmas-TO? To this end, research participants were asked to write Pedagogical Letters and exchange these correspondences with each other. Through Pedagogical Letters, six literacy teachers shared their teaching trajectories and experiences in a dialogical movement that constitutes an important process of continued training within the information production movement. In this way, the dialogue proposal established here assumes an emancipatory character by configuring a rich formative movement, not only for the research participants, but also for the researcher who was immersed in the process. Thus, from the careful analysis of these correspondences, it was possible to understand that the continuing education programs, offered by the Municipal Education Network of Palmas, distance themselves from the perspective of Rural Education. In this scenario, the research points to the need for the institution of public policies that encourage continuing training programs within the scope of Rural Education and indicates training possibilities that cover the needs of the researched context.