Formação de professores para contextos de fronteiras

Abstract

This text aims to analyze the training of teachers to work in schools located on international border, specifically in Corumbá, Mato Grosso do Sul, a municipality that establishes a border with the Bolivian cities of Puerto Quijarro and Puerto Soarez. Through analysis of the dissertations of the Postgraduate Program in Border Studies at UFMS, we observed that in a border education context, with commuting migrant students, who commute to schools in Corumbá every day, one of the challenges encountered is the language and the lack of specific training for teachers who work in a border context. We problematize the curriculum of universities as teacher trainers, since they disregard the knowledge produced in school contexts, whose differentiated realities are left aside.