Análise Sistemática da Formação e práticas pedagógicas de professores em escolas ribeirinhas - “escolas das águas” – no Pantanal sul mato-grossense.

Abstract

This investigation is associated with the research line “Formative Processes, Educational Practices, Differences” of the Graduate Program in Education at the Universidade Federal de Mato Grosso do Sul (UFMS), whose objective was to conduct a survey of existing research on the training and practices of teachers working in the “water schools” of the Pantanal region in Mato Grosso do Sul. The research is grounded in historical-cultural theory, with an understanding of psychology in dialogue with Historical-Critical Pedagogy for pedagogical comprehension, based on the method of historical-dialectical materialism. The analyses emerge from a survey of studies investigating teacher training and pedagogical practices in riverside schools in the Pantanal region of Mato Grosso do Sul. To this end, searches were conducted on the Portal Brasileiro de Acesso Aberto (Oasisbr) and in the repositories of federal universities in Mato Grosso do Sul (UFGD e UFMS), Universidade Estadual (UEMS) and the Universidade Católica Dom Bosco (UCDB). For the scope of this study, a total of 13 papers related to the theme were identified. The categorization of the research found was divided into two main themes: the first focused on school curriculum and culture, and the second on teacher education and professional practices. It is considered that an initial concern that emerges in the research is with the local culture in consonance with the activities developed in the school, as well as in teacher training. The researchers point out that the location of these schools influences the development of curricula and, therefore, affects pedagogical practices and the training of the teachers working in these schools. This demonstrates that culture is a central concern in the formulation of the schools’ Political-Pedagogical Project. By affirming that school is a place for the socialization of knowledge systematized by humanity, one acknowledges that this knowledge materially enables both students and teachers to critically position themselves in the face of the contradictions present in the Pantanal territory. Therefore, it is not enough to merely include the "Pantanal culture" as a developmental hallmark in school curricula. Above all, it is necessary for individuals to understand the social relations present in this context and the implications they carry for their education and pedagogical practices.