Formação de educadores e a realidade amazônica da educação do campo no careiro da várzea-am
International Journal of Development Research
Formação de educadores e a realidade amazônica da educação do campo no careiro da várzea-am
Received 04th July, 2020; Received in revised form 11th August, 2020; Accepted 16th September, 2020; Published online 30th October, 2020
Copyright © 2020, Karen Crosara Horta et al. This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
Sustainability is a cross-cutting theme intercommunicating several areas of knowledge. The sustainability applied in rural education can be summarized in the actions of pedagogical practice in which the individual perceives himself as an integral part of the environment, and of his responsibility as an agent of control and use of natural resources for rational environmental preservation. In this sense, the rural school is one that defends the interests, politics, culture, and economics of peasant agriculture in question from the perspective of the rational use of natural resources. The present study aimed to understand the interrelation between sustainability and Rural Education through the observation of the educational practice of rural teachers in multi-grade classes in the municipality of Careiro da Várzea in the State of Amazonas, Brazil. The research takes place at the municipality's headquarters and with participation the participation of teachers from rural schools with multi-grade classes. The information was created through the application of a form and through participant observation. The results showed that the whole learning teaching process is molded to the environment and mainly to the seasonality related mainly to the flood and ebb of rivers characteristic of the Amazon rivers. Difficulties in pedagogical practice are strongly influenced by the lack of resources from the local government to purchase materials and school infrastructure, and especially in the pedagogical training of teachers, even though they understand that Rural Education is not just the responsibility of the countryside, it is a national responsibility. Rural education in the Amazon context is strongly related to the seasonality of rivers, requiring annual action planning and adjustments to educational methods and school programming due to the region's peculiar natural conditions. Rural education in the Amazon portrays and adapts to the nature around it.
