Teacher training policies in the Amazon of Pará: limits, contradictions and possibilities in Pedagogical Residency and PIBID programs

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DOI:

https://doi.org/10.5212/PraxEduc.v.19.22912.080

Abstract

This article deals with teacher training policies in the Amazon of Pará, based on the studies that were developed on the Pedagogical Residency Program (PRP) and the Teaching Initiation Scholarship Institutional Program (PIBID) and their contributions to the initial education of young teachers in Basic Education Networks. The methodological procedures were anchored in bibliographical and documentary studies and field research, with students accompanying the schools, observation and testimonies that were systematized and presented to reference the discussion. The results highlighted, in the execution of the limit experiences, contradictions and counter-hegemonic possibilities interrelated to the regulation process imposed by the logic of the programs, precarious conditions of the teaching work, differentiation of formative times and spaces between the University and Basic Education, as well as the affirmation of formative processes of resistance via training in Alternation, Body Culture, interdisciplinarity and praxis.

Keywords: Initial teacher education. Education policies. Basic Education.

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Author Biographies

  • Hellen do Socorro de Araújo Silva, Federal University of Para

    Docente do Instituto de Ciências da Educação, da Faculdade de Educação. Integra o quadro de docentes do Programa de Pós-Graduação em Educação e Cultura, do campus de Cametá da Universidade Federal do Pará (UFPA). Vice-líder do Grupo de Estudo e Pesquisa em Educação do Campo, Agroecologia e Economia Sólida (GESOL) e Pesquisadora do Grupo de Estudo e Pesquisa em Educação do Campo na Amazônia (GEPERUAZ).

  • Maria da Conceição dos Santos Costa, Federal University of Para

    Docente do Instituto de Ciências da Educação, da Faculdade de Educação de Educação Física e do Programa de Pós-Graduação em Educação da Universidade Federal do Pará (UFPA). Coordena o Grupo de Estudos e Pesquisas em Educação, Educação Física, Esporte e Lazer (GEPEF), pesquisadora do GEPERUAZ e do Grupo de Estudos e Pesquisa sobre Políticas Educacionais e Trabalho Docente (GESTRADO) na UFPA.

  • Salomão Antônio Mufarrej Hage, Federal University of Para

    Doutorado Sanduíche pela Universidade de Wisconsin-Madison e Doutorado em Educação: Currículo pela Pontifícia Universidade Católica de São Paulo (PUC-SP). Professor do Instituto de Ciências da Educação da Universidade Federal do Pará (UFPA) e docente do Programa de Pós-Graduação em Educação e do Programa de Linguagens e Saberes da Amazônia.  Líder do Grupo de Estudo e Pesquisa em Educação do Campo na Amazônia (GEPERUAZ).

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Published

2024-08-07

Issue

Vol. 19 (2024): Publicação contínua

Section

Artigos

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How to Cite

Teacher training policies in the Amazon of Pará: limits, contradictions and possibilities in Pedagogical Residency and PIBID programs. Práxis Educativa, [S. l.], v. 19, p. 1–23, 2024. DOI: 10.5212/PraxEduc.v.19.22912.080. Disponível em: https://revistas.uepg.br/index.php/praxiseducativa/article/view/22912. Acesso em: 30 may. 2026.