Desafios da prática docente nas escolas localizadas em regiões de fronteiras internacionais

Abstract

This study seeks to present some considerations regarding the challenges of teaching practice in schools located in regions with international borders, specifically in the city of Corumbá-MS. This topic will be addressed, based on qualitative bibliographical research, aiming to deepen knowledge of the topic under discussion and gather information from authors who have carried out major studies on the subject, such as Conceição (2014), Moraes (2012) and Ribeiro (2011). It is justified by the concern of how to deal with the adversities faced by the border population, which directly impact the quality of teaching and learning, such as aspects of the border and the interconnection of the dilemmas of this reality. Teaching in border regions presents unique and complex challenges, arising from the cultural, social and political dynamics of these areas, thus, we seek to point out and discuss the didactic-social relationship by reflecting on cultural and linguistic diversity, population mobility, socioeconomic conditions, knowledge of local contexts, international relations, identity and belonging in the border context. Given the importance of the School's role in dealing with this problem, the approach of this study becomes relevant. The observed aspects lead us to the conclusion that public policies are precarious and provide numerous challenges. We agree that it is essential to invest so that teachers receive specific training to work in border contexts, aiming to prepare them for teaching in border regions. international.