Organização do trabalho pedagógico dos professores do IFAM - Campus Ssão Gabriel da Cachoeira: um estudo das concepções pedagógicas que fundamentam sua prática docente

Abstract

The Federal Office for Education, Science and Technology of the Amazon - Campus São Gabriel da Cachoeira is located in the upper Rio Negro, Amazon, where indigenous people live in various ethnic groups with different languages, traditions, customs and traditions. Among the many challenges that are brought to this campus for the construction of an education for all, enabling universal access to knowledge and value, while the practices and traditional knowledge of indigenous peoples, is the qualification of teachers in planning mediation of construction of the teaching-learning of indigenous students at the school even other non-indigenous students. The study presented here aimed to investigate which pedagogical concepts teachers use as a basis for organizing their pedagogical work. This is a descriptive characterized as a case study, conducted at the Federal Institute of Education, Science and Technology of the Amazon - Campus São Gabriel da Cachoeira, with eleven professors from the Technical Course in Agriculture, which administer the technical disciplines in-vocational education in indigenous communities, as well as on campus. We collected data from four phases of work: Step 1: We did a literature search, which was backed by the theoretical background on the authors to address issues relevant to this study; Step 2: We performed the fieldwork with the course faculty Farming Technician, through questionnaires on educational concepts in school practice as well as on their professional profile; Step 3: analyze their teaching plans, which allowed us to observe how they planned their teaching practice through methodological procedures, the resources that would be used for lessons and evaluation tools; Step 4: We used participant observation to describe the involvement of teachers in the construction of Project Political campus. The material was interpreted from the theoretical framework adopted in which content analysis was used for this purpose. In seeking to understand how teachers organized both his pedagogical work, such as the Educational Policy Project of the campus, we realize that they do not understand that there is a relationship between education and society, therefore, have no understanding of the meaning of education to society where the campus is inserted and therefore there is a pedagogical concept defined the reasons for organizing their pedagogical work. To meet the multi-ethno-cultural in that region, allowing a differentiated model of education, constant updating is a fundamental need and unambiguous, and therefore stress the importance of such training to promote the continuous development of teachers, with actions that lead to investigate, search and interact, enabling the expansion of their knowledge and resilience, both in its design in relation to education, the challenges and problems of their everyday school life.