ABSTRACT
This paper presents the outcomes of a piece of research whose aim was to investigate how Pedagogy graduates build up their teaching professionality, in the realm of riverine rural education in the Amazonian region. The study finds itself in the thematic domain of teachers’ training, teaching professionality, and riverine education. The theoretical framework is based in studies by Roldão (2005)ROLDÃO, M. do C. Formação de professores, construção do saber profissional e cultura da profissionalização: que triangulação? In: ALONSO, L.; ROLDÃO, M. do C. (Orgs.). Ser professor de 1º ciclo - construindo a profissão. Braga: CESC/Almedina, 2005. p. 13-26.; Contreras (2002)CONTRERAS, J. A autonomia de professores. São Paulo: Cortez, 2002.; Tardif (2002)TARDIF, M. Saberes Docentes e Formação Profissional. Trad. Francisco Pereira. Petrópolis: Vozes, 2002.; Nóvoa (1999)NÓVOA, A. Profissão Professor. Porto: Porto Editora, 1999., and Chakur (2001)CHAKUR, C. R. de S. L. Desenvolvimento profissional docente: contribuições de uma leitura piagetiana. Araraquara, SP: JM, 2001.. For data collection, two focus groups were created comprising graduates from the Water Pedagogy course of the Federal University of Pará campus in Abaetetuba. After collection and transcription, the data were assembled according to a posteriori categories, by using the theoretical-methodological framework adopted in research. The research results showed the place occupied by the knowledge derived from the academic formation and the knowledge built in and by the professional practice. They indicated that these two types of knowledge have not yet articulated, as the practice is more valued then the theory.
Keywords:
Riverine education; Teaching professionality; Teachers’ training