Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e9567
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Teacher education in Pará´s Amazonia: a relationship with
Rural Education
Cleide Carvalho de Matos
1
, Solange Pereira da Silva
2
1, 2
Universidade Federal do Pará - UFPA. Faculdade de Educação e Ciências Humanas. Alameda IV, Parque Universitário.
Breves - PA. Brasil.
Author for correspondence: cleidematos@ufpa.br
ABSTRACT. The purpose of this article is to problematize the
historical process associated with basic teacher training for
Rural Education in the Amazonia with the state of Pará. It also
aims produce reflections regarding the challenges of such
formative processes in the sight of the homogenous model of
training provided by the Brazilian government by means of
educational policies and the demands from the local and
regional realities in Para´s Amazonia. The study was conducted
by means of bibliographical and documental review and
interviews. Conclusion is that the role played by the university is
urgent and necessary towards rural teacher education as well as
to reflect on the emergency nature of the policies intended for
in-service teacher training.
Keywords: in-service training, basic education, multi-graded
class.
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
2
A formação de professores na Amazônia paraense: uma
relação com a Educação do Campo
RESUMO. Este artigo tem como objetivo problematizar o
processo histórico de formação de professores para a Educação
do Campo no Brasil e suas reverberações na Amazônia
paraense, assim como produzir reflexões sobre os desafios
destes processos formativos, tendo em vista o modelo
homogêneo de formação ofertado pelo Estado brasileiro, por
meio das políticas educacionais e as demandas das realidades
locais e regionais na Amazônia paraense. O estudo foi realizado
por meio de pesquisa bibliográfica, documental e entrevistas.
Conclui-se que é urgente e necessário o papel da universidade,
frente à formação de educadores do campo, bem como refletir
sobre o caráter emergencial das políticas destinadas à formação
de professores em serviço.
Palavras-chave: formação em serviço, educação básica, classe
multisseriada.
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
3
La formación de docentes en la Región Amazónica de
Pará: una relación con la Educación Rural
RESUMEN. Este artículo tiene como objetivo discutir el
proceso histórico de formación de docentes para la Educación
Rural en Brasil, y sus repercusiones en la Región Amazónica de
Pará. Se busca producir reflexiones sobre los desafíos de estos
procesos, considerando el modelo homogéneo de formación
ofrecido por el Estado brasileño, a través de políticas educativas,
y las demandas de las realidades locales y regionales en la
Región Amazónica de Pará. El estudio se realizó mediante
investigación bibliográfica, documental y entrevistas. Se
concluye que es urgente y necesario el protagonismo de la
universidad, de cara a la formación de educadores rurales, así
como reflexionar sobre el carácter de emergencia de las políticas
dirigidas a la formación de docentes en servicio.
Palabras clave: formación en servicio, educación básica, clase
multigrado.
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
4
Introduction
Teacher education, throughout the
historical process, was designed according
to the economic policies and pedagogical
conceptions in force, which, in synthesis,
were determined by hegemonic groups and
ensured by a set of laws, decrees and
opinions that historically generated
different forms of organization of
education, without causing significant
structural advances.
These issues are not different
nowadays and are constituted in the
singular in contradictory ways, considering
that social relations in the Amazon region
of Pará are multiple, complex in many
aspects, whether territorial, population or
cultural. Regarding the territorial aspect,
we defend the term "Pará´s Amazonia"
because it is part of a representation
process of regionalization geographically
defined by the Amazon Region. (Souza,
2010, p. 206).
Reputed as one of the richest
territories in Brazil for the amount of
natural resources with approximately 5
million square kilometers, representing
59% of the country's total area, and for the
richness in biodiversity formed by dryland
forests, flooded forests, floodplains, rivers,
oceans, swamp lands, open countryside
and cerrados, it has the most extensive
hydrographic network on the planet. In this
broad scenario, the Amazon region of Pará
stands out, with a significant part of the
municipalities located in riverside areas,
where the rivers are the only traffic route
for the different communities, such as the
municipalities that are part of the Marajó
Integration Region
i
, where the access to
these municipalities, leaving Belém, is
made through the fluvial waterway, in
large circulation ships.
The municipalities are linked by
rivers; and part of the population uses
handcrafted vessels, such as canoes, tail
shape
ii
, and others, as a means of
transportation. In this unique scenario, the
educational process of Rural Education is
organized, which presents itself in different
formats, be it in the water areas, or in the
countryside and forests.
In this sense, this article seeks to
problematize the teacher training process
through the National Plan/Program for
Basic Education Teacher Training
(PARFOR) for Rural Education in the
Municipality of Breves - PA. In order to
understand the process of teacher training
and its reverberations in the context of
rural schools in the municipality. As well
as to produce reflections about the
challenges for the formation of teachers for
Rural Education, considering the
homogeneous model of formation offered
by the Brazilian State, through the
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
5
educational policies and demands of the
local and regional realities in the Para
Amazon.
In this research, we used
bibliographic and documental sources and
conducted interviews with students from
the Pedagogy Course offered through
(PARFOR), because we consider it
relevant to answer the problem question
formulated within the research.
For Severino (2007, p. 122), the
bibliographical research "... is carried out
from the available record, resulting from
previous research, in printed documents,
such as books, articles, theses, etc.". It
allows the researcher to contact everything
that has been written about his research
subject.
The use of sources in historiography
is fundamental to the construction of
knowledge. For Karnal and Tatsch (2012,
p. 10): "The document category defines an
important part of the historian's field of
action and the breadth of his search. Thus,
the definition of the "documents" that will
be used as the object of analysis is a
fundamental aspect to circumscribe the
scope of the research.
The documental sources that were
used as object of analysis in this article
were: documents produced by the Federal
University of Pará (UFPA) - PARFOR and
the Curricular Project of the Pedagogy
Course of the University Campus, located
in the city of Breves
iii
, besides national
legislations that deal with teacher training
and Rural Education.
The interviews were previously
scheduled and recorded with the consent of
the interviewees, according to a script
prepared beforehand on the theme "teacher
education in the Para Amazon".
The article is organized as follows:
this Introduction; in the second section, an
analysis of the literature will be
undertaken, focusing on the systematic
organization of education and teacher
training in the discourses for Rural
Education in Brazil, as well as the
evolution of the corresponding thought, in
the norms, after the Landless Workers'
Movement (MST), starting in the 1990s.
The third section presents PARFOR,
implemented by UFPA, and the possible
contributions to teacher training for rural
education, followed by the final
considerations.
Teacher training in the Countryside in
Brazil
In the economic model in force,
social relations produce schooling
processes that contribute to the sharpening
of class inequalities, highlighting, for
example, the official policy of the
Brazilian government in the early twentieth
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
6
century, through the foundation of
agricultural patronages, directed, according
to Oliveira (2003, p. 1), "... to the training
of workers from conceptions based on
scientific knowledge and inscribed among
the means of intervention on the poor
sectors of society, competing for social and
cultural modernization".
The studies by Marinho (2016) and
Boeira (2011) highlight that the creation of
agricultural patronages in Brazil was an
initiative of the Ministry of Agriculture,
Livestock and Supply (MAPA), whose
purpose "... was to receive orphaned and
underprivileged children aged 10 to 16
years old; aimed at the poor population,
with the goal of preparing workers for rural
activities" (Marinho, 2016, p. 109). Its
highest incidence occurred in the North
and Northeast regions.
The agricultural patronages were "...
one of the most important actions of the
Republican government in the area of
social policies for children and youth until
the institution of the Juvenile Code of
1927" (Boeira, 2011, p. 4); they were
focused on learning about farming,
breeding, and handling machinery. For
Boeira (2011, p. 7), "... the Agricultural
Patronage had the purpose of educating
and correcting some of the student's faults,
instructing him for civility and for work".
They also provided assistance to children
living on the streets whose relatives were
unable to support them or had lost control
of their families and should be taken to
these establishments.
With this exclusionary character, the
attempts to establish education in rural
areas began to have repercussions again
after 1930, with the economic, political
and social changes implemented in the
Brazilian context through a movement
called "pedagogical ruralism". As Bezerra
Neto explains (2003, p. 11), "ruralism" is
the "... term coined to define a proposal of
rural worker education that had as its basic
foundation the idea of fixing the man in the
countryside through pedagogy".
Among the numerous ideological
conceptions embraced by the advocates of
pedagogical ruralism in the search for a
solution for education, the proposition of
the creation of the Normal School stands
out, whose goal was to train teachers for
rural areas, advocating a perspective of "...
new management practices in the
agricultural world, allied and/or mobilized
by the economic transformations of the
time ..." (Werle, 2012, p. 38).
The debate of the ruralists was
configured, in practice, by the perspective
that only the training of teachers and the
task of keeping workers in rural areas
would be enough to solve the social
problems of rural populations; at no time
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
7
were discussed in the projects the material
conditions for the permanence of workers
in rural areas through the relations of
possession and ownership of land or even
the living conditions that workers led
(Bezerra Neto, 2016).
In that context, the pedagogical
ideology of the New School stood out,
aligned to the national discourse that "...
provoked the debates around rural
education as a factor of progress and
hygienization that acted in rural schools"
(Araújo, 2011, p. 242). According to
Araújo's (2011) study, the state of Ceará
stands out with the enabling of the first
creation of Rural Normal Schools, thus
preserving the ideology of trying to keep
the rural man attached to the land. As a
principle, in the course of these schools:
Professional education in the rural
normal school should be guided by
the ideal of peasant life. Education
for life and in the very dynamics of
social life had to fulfill its
instrumental and moral function. The
school, a small social cell, was, at the
same time, the miniature of a
democratic society and the holder of
the hope of future progress. It was up
to the ruralist teacher to guide the
new generations of a world that
needed to adjust to the demands of a
new socioeconomic reality. It was in
the teachers' hands the task of
imprinting the mark of a new man, a
citizen aware of the value of his class
and of his importance as a
collaborator element (Araújo, 2011,
p. 252).
The logic given to the training of
rural teachers translated the hegemonic
character of the dominant elites, in the
perspective of finding solutions to the
social problems caused by the rural
exodus, as well as placing education and
human training as the main elements
responsible for the picture of social
inequalities.
The ambiguity that has historically
crossed the Brazilian education offered in
rural areas shows the contradictions
effected by the process of de-schooling,
which by denying the subjects the
socialization of the elaborated knowledge,
has been converted into a welfarist
education with the purpose of mitigating
the effects of exclusion and social
inequality.
The "developmentalist" period of the
1950s was marked by the idea of Brazilian
industrial progress and the overvaluation of
urban culture, to the detriment of the rural
world. In this context, the
recommendations for rural teacher training
followed the indications of the National
Institute of Pedagogical Studies (INEP),
advised by the Report constructed by
Professor Robert King Hall of Columbia
University (USA), hired by the Minister of
Education of the time. It highlighted in the
Document that:
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
8
Student teachers should come
exclusively from rural areas -
including small towns in
predominantly rural regions. b)
Selection should be by competitive
examination, systematically refusing
appointments based on political
requests. c) Courses should be
divided into two distinct levels: 1)
courses in technical subjects and
methodology, designed to give the
teacher a specific technique useful in
the school, and 2) broad and general
courses, designed to give the teacher
a new consciousness and vision of
the school's role in the local
community, in the country's economy
and on the national stage. (Hall,
1950, p. 121).
The recommendations for the
training of rural teachers established a
minimum training, with a curriculum that
dispensed with areas of knowledge that
were related to philosophical, historical,
sociological foundations, justifying the
absence of these contents, by the inability
of "... interpretation and the practical
application of these disciplines, in the daily
life of the school, seems to me to be far
above the capacity of the teacher-students"
(Hall, 1950, p. 121), as placed in the
mentioned Document.
This inertia continued even with the
approval of the first Law of Directives and
Bases of Education (LDB), Law no.
4.024/1961, with the existence of a single
article that dealt with Rural Education, in
Title XIII, entitled "General and Transitory
Provisions", in which it was determined, in
art. 105: "The public authorities shall
institute and support services and entities
which maintain schools or educational
centers in rural areas, capable of favoring
the adaptation of man to the environment
and the stimulation of vocations and
professional activities" (Law No. 4.024,
1961).
The political and economic changes
that took place in Brazil after 1964, with
the intervention of the military in the
government, provoked new changes in the
organizational format of education. The
first of these was the disregard of LDB nº
4.024/1961 and the approval of Law nº
5.692/1971, which fixed education in 1st
and 2nd grades. This change transformed
the rural normal courses into a teaching
course, and presented two articles dealing
specifically with Rural Education:
In Chapter I, "Primary and Secondary
Education", Art. 11, §2, it was
determined that in the Rural Zone the
establishment could organize the
teaching periods, with a prescription
of vacations at planting and
harvesting seasons, according to a
plan approved by the competent
teaching authority.
Chapter VI, "Funding" ... In Article
49, it was determined that the
companies and rural landowners who
are unable to keep education for their
employees and their children on their
land are required, without prejudice
to the provisions of Article 47, to
facilitate their attendance at the
nearest school or to encourage the
establishment and operation of free
schools on their properties. (Law No.
5.692, 1971).
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
9
The measure approved in the referred
Law created expectations that there was
concern from the legislator with the
process of reorganizing education in rural
areas, and announced, in art. 4, changes in
the curricula of primary and secondary
education "... adopting the common core,
obligatory nationwide, and a diversified
part to meet, according to concrete needs
and possibilities, local peculiarities" (Law
no. 5.692, 1971).
The measures approved by Law no.
5.692/1971 did not change the reality of
education for rural areas, and the flexibility
for the organization of Rural Education
foreseen in art. 11 followed the agrarian
economic logic, since these were pointed
out in this Law as one of the funding
sources for Rural Education. According to
Bezerra Neto and Santos (2016, p. 159),
"... although Brazil is a country with
agrarian origins, the education of rural
workers has never been a priority", as well
as teacher training, because it was
developed based on the economic political
agenda and pedagogical conceptions that
presented education and human formation
within a logic of backwardness and
precariousness.
It is noteworthy that throughout the
20th century the training of teachers to
work in the countryside prioritized the
training of professionals focused on
agrarian issues anchored in the process of
alienation and miseducation of the
subjects, delegating to the school
institution the role of avoiding the
migration process of the rural population to
urban centers. However, Bezerra Neto and
Santos (2016, p. 159) explain that:
With the modernization of
agriculture based on a concentration
of land by a minority, with
production aimed at exportation, it
disqualified the production of small
producers, provoked a rural-city
migration, which became increasing
due to the precarious conditions in
which small producers and rural
workers found themselves.
These transformations, related to the
deep structural changes, provoked the great
expulsion of the rural man to the cities in
search of better living conditions, as well
as the social movement against the military
regime (1964-1985) and the productive
chains that intensified the exploitation
process of the working class. The
resumption of legality and the
democratization process of the Brazilian
society, in 1985, demanded the elaboration
and approval of the new Constitution
Federative Republic of Brazil of 1988
(CRFB/1988), assuring, in article 205, that:
Education, a right of all and duty of
the State and of the family, will be
promoted and encouraged with the
collaboration of society, aiming at
the full development of the person,
his preparation for the exercise of
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
10
citizenship, and his qualification for
work. (Constituição da República
Federativa do Brasil de 1988, 1988).
The approval of the CRFB/1988
rekindled new expectations for changes in
the supply of education, presupposing the
guarantee of public and free education for
all subjects, whether from the city or the
countryside. However, it is verified, from
the literature already produced, that the
approval of the new legislation (Law of
Directives and Bases for National
Education - LDB) nº 9.394/1996 did not
present great advances for Rural
Education, except for art. 28, which
determined the possibility of adapting the
curriculum, methodology, flexibility, and
school organization with the adaptation of
the school calendar.
However, it is worth noting that,
parallel to the normative movements, there
were the grassroots organizations, which,
given the historical-political context, were
propitious for the social movements to gain
strength and achieve visibility in the
project of society of diverse natures.
Because of this accumulation
resulting from the struggles, the MST
iv
defended a new form of organization of
schools for the countryside in the 1st
National Meeting of the Educators of
Agrarian Reform (ENERA), in July 1997,
held in Brasilia (DF).
A new perspective of education
emerged at that Meeting, which contested
the paradigm of Rural Education and
teacher training, bringing in its core the
need to overcome the dichotomy
historically constituted about knowledge,
presenting an expansion of the concept of
Rural Education to Countryside Education.
In this sense, teacher training assumes the
logic defended by the principles of the
MST, whose commitment was to enable
the critical training of students in the face
of the conditions of expropriation of rights
and the process of struggles for the
democratization of the land.
A new national meeting that marked
the struggle for rural education was the
First National Conference for a Basic
Education for the Countryside, held in
Luziânia (GO) in 1998, which involved
institutions and social movements such as
the National Confederation of Bishops of
Brazil (CNBB), MST, the United Nations
Educational, Scientific, and Cultural
Organization (UNESCO), the United
Nations Children's Fund (UNICEF), and
the University of Brasília (UnB) (Arroyo
& Fernandes, 1999).
The debates promoted on Rural
Education by the social movements were
fundamental for the approval of the
Operational Guidelines for Basic
Education in Rural Schools (CNE/CEB nº
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
11
1, 2002), a document that demarcated the
identity of the Rural School in Article 13,
Subsection I - namely, "studies regarding
the diversity and the effective protagonism
of children, youngsters, and adults of the
countryside in the construction of the
social quality of individual and collective
life, of the region, of the country, and of
the world" (Resolution CNE/CEB nº 1,
2002).
Later, other documents were
formatted and presented as one of the
official concerns for Rural Education,
among them: the CEB/CNE Opinion no.
01/2006, which recommends the
"Adoption of the Alternation Pedagogy in
Rural Schools"; Decree no. 6040/2007,
which established the "National
Sustainable Policy for Traditional Peoples
and Communities". Resolution CNE/CEB
nº 02/2008 established, in art. 1, that
Rural Education comprises Basic
Education in its stages of
Kindergarten, Elementary School,
High School, and Technical
Professional Education integrated
with High School and is intended to
meet the rural populations in their
various forms of production of life -
family farmers, extractivism,
artisanal fishermen, river dwellers,
settlers and Agrarian Reform camps,
quilombola, caiçaras, indigenous
peoples, and others. (Resolution
CNE/CEB nº 2, 2008, p. 1).
Regarding the training of teachers to
attend to Rural Education, it was
determined, in art. 7, paragraph §2, that "...
the admission and the initial and continued
training of teachers and of the teaching
staff that support the Rural Education...".
(Resolution CNE/CEB nº 2, 2008, p. 3). In
the set of laws and guidelines approved for
education, be it for the countryside or for
the city, the centrality of teacher training is
verified as one of the main factors
responsible for the failure of public
education in Brazil, whether due to lack of
schooling or its inadequacy.
The repercussions on teacher training:
Rural Education in the Pará Amazon
Historically, teacher training projects
for Rural Education, whether in the set of
actions by the State or in the theoretical
debate, have always prevailed the
dominant vision over the dominated,
according to the interests of capital,
corroborating the process of sustaining the
exploitation and exclusion of rural
populations. In the Amazon region of Pará,
the reality was no different from the rest of
the country.
As far as education is concerned, it
has reached the 21st century with a deep
crisis in public school attendance; and the
State has not managed to make a quality
basic education feasible through the public
policies it has applied or applies in the
region (Loureiro & Araújo, 2010). In
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
12
relation to the training of teachers for Rural
Education, the experiences that were being
made possible until the end of the 1990s
were modeled on urban-centric curricula,
in the specific case of the rural area, and
were marked by the precariousness of the
teaching work, low qualification and
salaries lower than in the urban area.
The approval of the LDB
(9.394/1996) is considered a first step
towards higher education for teachers, by
providing, in Article 62, "... the training of
teachers to work in basic education at a
higher level, in degree courses, full degree,
in universities and higher education
institutes" (Law 9.394, 1996).
Although in that context the LDB
established in art. 87, § 4º of LDB nº
9.394/ 1996, that "Until the end of the
Decade of Education only teachers with
higher education qualifications or trained
through on-the-job training will be
admitted", it is noteworthy that in the
Amazonian state of Pará, the inadequacy of
teacher training was disclosed by the
National Institute for Educational Studies
and Research (INEP, 2009).
The data showed that of the 70.7
thousand teachers in Pará, 39.7 thousand
(56.14%) had inadequate training. In the
South, Southeast and Center-West, the
average rate of those who teach without a
university degree was 20%, out of a total
of 1.213 million teachers (INEP, 2009).
This situation had been detected since
2008, with the beginning of the
construction of the Ten Year Plan for
Teacher Education in the State of Pará and
the presentation of the priority to offer
undergraduate degrees, considering the
peculiarities of the subjects to be trained
(Pará State Department of Education,
2009a).
According to the Plan, data were
collected from the 20 Regional Education
Units (URE) that comprise the 143
municipalities, distributed as follows
(Chart 1)
v
:
Chart 1 - Demand for initial training.
URE
Without
Grad.
URE
Without
Grad.
1ª Bragança
1.634
11ª URE Santa Izabel do Pará
2.095
2ª URE Cametá
1.536
12ª URE Itaituba
1.691
3ª URE Abaetetuba
3.712
13ª URE Breves
997
4ª URE Marabá
4.430
14ª URE Capanema
1.013
5ª URE Santarém
3.145
15ª URE Conceição do
Araguaia
953
6ª URE Monte
1.665
16ª URE Tucuruí
712
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
13
Alegre
7ª URE Óbidos
2.928
17ª URE Capitão Poço
712
8ª URE Castanhal
2.475
18ª URE Mãe do Rio
796
9ª URE Maracanã
776
19ª URE Belém
4342
10ª URE Altamira
2.570
20ª URE Região das Ilhas
616
Overall Total - 39,101
Source: Prepared by the authors based on Pará State Education Secretariat (2009b).
The document shows that there were
39,101 teachers without higher education,
"20,430 teachers with a degree, but not in
the subject in which they worked; 3,313
teachers with higher education, but no
degree" (Pará State Department of
Education, 2009b, p. 30). In this document,
the initial graduation was foreseen as the
first degree and the use of studies for the
second degree and pedagogical training for
teachers with higher education who were
not qualified to teach (Pará State
Department of Education, 2009b).
This Plan was articulated with the
National Policy for the Training of
Professional Teachers of Basic Education
(PARFOR), regulated by Decree No.
6755/2009, "with the purpose of
organizing, in collaboration between the
Union, the States, the Federal District and
the Municipalities, the initial and
continuing training of teaching
professionals for the public networks of
basic education" (Decree No. 6755, 2009,
p. 1). The Decree presented, in Article 4,
that the objectives of the Policy would be
met "through the creation of Permanent
State Forums to Support Teacher
Education, in collaboration between the
Union, the States, the Federal District and
the Municipalities, and through specific
actions and programs of the Ministry of
Education" (Decree No. 6755, 2009, p. 1).
After the publication of the Decree
and its norms, Ordinance No. 09/2009 was
issued, establishing the National Plan for
Training of Basic Education Teachers
under the Ministry of Education, managed
by the CAPES (Coordination for the
Improvement of Higher Education
Personnel-CAPES) in the promotion of
programs.
After the launching of the national
PARFOR, the Pará State Secretary of
Education (SEDUC/PA) signed the
Adhesion Term to the Technical
Cooperation Agreement and started the
PARFOR implementation process, with the
creation of the Pará State Permanent
Forum of Support to Teacher Education
(FORPROF-PA) in November 2009
(Cunha, Silva & Brito, 2017, p. 274).
The feasibility for the management
of PARFOR in the states and
municipalities rescued the possibility of
professionals to access Higher Education,
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
14
within a collaboration scheme of the
federated entities; however, the challenges
for the implementation of this policy, as
shown in the research conducted within the
UFPA, expose the advances for teacher
education in the Pará Amazon, as well as
the limits of this training.
The year 2010 marked the offer of
classes by different public universities in
Pará. In that context, UFPA began the
implementation of PARFOR (2009 to
2019), assuming the commitment to the
Federal Government's Policy for Training
and Valuing Teachers to qualify teachers
in a collaborative regime, covering a total
of 66 municipalities in the region (UFPA,
2019).
The offer of courses in the
municipalities followed the single calendar
established in the Permanent State Forum
of Support for Teacher Training in Pará
(FORPROF-PA) in 2012, in order to
overcome the difficulties in meeting the
200 school days in the municipal schools.
According to the document, the first stage
occurs in the months of January and
February, with 50 teaching days of 8 hours
a day. The second intensive stage occurs
during the months of July and mid-August,
with 42 school days of 8 hours a day. Two
intermediate stages also take place during
six days each semester, in May and
October.
This calendar represented an effort
by the Higher Education Institutions (IES),
together with the representative
FORPROF-PA, that is, to dialogue with
the municipalities involved in teacher
training, so that the school calendar would
not be compromised, and the total number
of courses offered during the months
referring to teachers' vacations or recess
would be fulfilled.
It is considered, in general terms, that
the process of teacher training via
PARFOR/UFPA has achieved a significant
advance for changing the picture of lay
teachers in the Pará Amazon. Between
2009 and 2019, the data record a total of
14.009 entrants, with a total of 421 classes
implemented, 21 degrees, 66 cities poles,
8.665 students completing, 2.298 active
students, 362 classes completed, 3,056
enrollment terminations, 59 active classes
and 30 active poles (PARFOR/UFPA,
2009-2019)
vi
.
The feasibility for the management
of PARFOR in states and municipalities
rescued the possibility of professionals to
access Higher Education, within a
collaboration scheme of the federated
entities; however, the challenges for the
implementation of this policy, as well as
the noncompliance by the entities
involved, have become challenges
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
15
experienced by teachers in the courses
offered by UFPA in the different centers.
Regarding the advances, it is
understood, based on Brzezinski (2017, p.
16), that "... the emergency courses of
PARFOR came to correct, in part, a
deviation of function in the career of
teaching professionals who joined the
education systems without higher
education". The author argues that "... the
first degree came, albeit partially, to rescue
a historical debt of training policies not
assumed by the State" (Brzezinski, 2017,
p. 17).
In fact, PARFOR has contributed to
the professional qualification and
valorization of the teaching career,
considering the number of teachers in the
Amazon region of Pará who have received
their training, either as a first degree or
second degree, in the area where they work
in the classroom. However, the studies
already conducted show that this training
in the poles of performance presents
difficulties that need to be overcome.
The study by Bastos (2017) about
PARFOR at the University Campus of
Tocantins/Cametá-UFPA highlights that
the student-teachers received charges from
the students' families for not being present
at the beginning of the school year,
registering cases in which it was not "...
informed by the Education Departments or
school principals as to the necessary
absence of this professional to effectuate
their studies ..." (Bastos, 2017, p. 74).
In the same line of thought, the study
by Freires (2017) on the in-service teacher
training of the PARFOR/UFPA Pedagogy
Course in the municipality of Belém
highlights that:
... in-service training is more
interesting for our governments,
because it has a lower cost and the
teacher in training does not have to
leave the classroom.
...
The research suggests that although
the program publicizes the quality of
training, it weakens the formative
process: reduced time, lightening,
reduction of expenses (Freires, 2017,
p. 128).
The issues presented by Brzezinski
(2017), Bastos (2017) and Freires (2017)
are recurrent in the poles where the in-
service teacher training process occurs; the
data from the interviews conducted with
the teachers of the Pedagogy/PARFOR
course at the Breves/Marajó Campus
demonstrate the following issues:
Thirty-six student-teachers
interviewed, all were contract
teachers. Six teachers had 17 to 31
years' service time; 30 teachers had 5
to 12 years' service time;
The in-service training of teachers
took place during the vacation
period, July and early August, and,
January and February, some of them
traveled an average of 8 to 20 hours
by motor boat to get to the Breves
Campus;
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
16
The teachers have never received a
scholarship, or any kind of allowance
from their home towns, and remain
on average 60 days away from their
families;
Most of the interviewed teachers
were not entitled to receive their
salaries during the vacation period,
because they were dismissed during
the month of July;
All the teachers were dismissed in
the month of December; they were
left waiting for the possibility of
being hired the following year, in
mid-March, when they returned to
their municipalities;
Some of these teachers, in order not
to lose their contract at the beginning
of the school year, or to come to
study in the in-between stages, paid
the substitute teacher out of their own
pocket.
Without decent salaries, and still
having to pay for the substitute teacher to
guarantee the assignment at the beginning
of the year, the teachers, submersed in
precarious work shifts, in hard-to-access
areas in the countryside, are hired and
mistreated every period, thus confirming
the contradictory dimension of the
municipalities' policy towards teacher
training and work.
It is worth mentioning that the
GEPERUAZ Group Report
vii
(2014) on the
working conditions of most of the teachers
in the Pará Amazon already denounced the
significant number of contract teachers, as
shown in Table 3:
Table 3 - Teachers in rural areas in Pará State.
Integration Area
No. of temporary professors
Integration Region of Carajás
787
Araguaia Integration Region
657
Lower Amazon Integration Region
2.422
Lower Tocantins Integration Region
1.739
Tucuruí Lake Integration Region
956
Marajó Integration Region
2.692
Caetés River Integration Region
1.490
Capim River Integration Region
1. 487
Guamá River Integration Region
1.233
Tapajós River Integration Region
781
Xingu Integration Region
1.073
Metropolitan Region
274
Total
15.591
Source: Study and Research Group on Rural Education in the Amazon of the Institute of Education Sciences
(Geperuaz) UFPA, 2018.
According to the data presented in
this table, the set of 12 regions had a total
of 15,591 teachers
viii
in their municipalities
working through temporary contracts. The
temporary work regime contributes to the
process of devaluing teacher workers, as
well as accentuating the precariousness of
working conditions, as shown in the study
by Hage (2014, p. 1174):
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
17
In the first instance, we highlight the
precariousness of the school
buildings, the long distances that
students and teachers have to travel
to get to school and the inadequate
transportation conditions, the
overload of the teacher's work
through the multiple functions
performed and the job instability, the
lack of follow-up from the municipal
education departments, the
permanence of child labor, the
vulnerability of the school and of the
teachers to the interference of the
local power, the advance of the
nucleation policy linked to school
transportation and the closing of
schools, the curriculum and the
pedagogical materials little identified
with the reality of the countryside.
This reality is part of the daily
experience of teachers who work in Rural
Education in the region, specifically in the
municipality of Breves. The other reality,
demonstrated in the interview, was the
space for teacher training, which took
place outside the scope of the Breves
Campus, due to the lack of rooms to
accommodate all the classes during the
period, since the Campus works in an
intensive and extensive regime. The
PARFOR courses, including Pedagogy,
worked in schools in the cities, without
basic structure, such as internet access,
library, computer lab, and becoming
problematic at the end of every course
period, and because it was the beginning of
the school year, the classes were displaced
and had to move to other places to finish
the classes.
According to the Pedagogical Project
of the Pedagogy Course (UFPA, 2011,
p.13) "The Course of Full Degree in
Pedagogy ... will be developed in the face-
to-face modality (university time) in 80%
of the total workload of the Course and in
the distance modality (educational work-
time) in 20%"; however, in practice, all the
subjects were worked in the period of six
days, during morning and afternoon,
accounting for 8 hours a day. In practice,
however, all the courses were worked on
during six days in the mornings and
afternoons, for a total of eight hours a day.
13 courses with a workload of 75 hours
and 33 courses with a workload of 60
hours, reduced to 48 hours a week, were
found.
The data draw attention to two
issues: the first refers to the total workload
and the number of hours taught in subjects
considered to be the theoretical and
methodological basis of the course. The
second issue is that the most reduced
subjects are of great relevance for teacher
training, as they are directed to the
curriculum of the initial years of
elementary school, such as: Theoretical
and Methodological Foundations of
Mathematics; Portuguese Language;
Geography and Science; Inclusive
Education; and other subjects, such as:
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
18
Educational Planning, Sociology,
Philosophy.
Of the 36 teachers interviewed, 22
work directly in multigrade classes. When
questioned if the training received was
articulated with the classroom practice of
multigrade classes, some mismatches were
observed in the speeches, such as: "you
need to be flexible"; "the course opened a
range of possibilities, but everything is
missing in the rural school"; "there is no
physical structure"; "practice is different
from theory"; "I keep dividing the picture
into four parts"; "it did not emphasize the
multigrade classes: theoretical and
practical foundations".
The divergent arguments pointed out
by the teachers indicate one of the
complicating factors of the formative
process of the teachers/students of the
Pedagogy Course/PARFOR/UFPA, being
configured, in practice, with the policies of
light training that do not seek in itself the
improvement of the educational practice of
the teachers. Even with in-service training
being instituted in the Federal Network.
"This whole process has been configured
as a precarious process of certification
and/or graduation and not teacher
qualification and training to improve the
conditions of professional practice"
(Freitas, 2002, p. 148); and this higher
level training may not contribute to the
improvement of the quality of education.
The vast majority of teachers in
Basic Education are stationed in rural
schools, which according to the Municipal
Education Plan (Law nº 2.388/2015) there
were in the municipality of Breves 540
teachers working in the countryside, and
presented 40.5% with only a high school
degree. Of the 36 teachers interviewed,
from one of the classes of the
Pedagogy/PARFOR/UFPA course, 22
worked in the rural schools in multigrade
classes.
Faced with this reality, the
Pedagogical Project of the Pedagogy
Course has only one subject that deals with
Rural Education. The general question that
is asked here is how the articulation of the
training with the education offered in the
local or regional reality is made. In the
speech of teachers who work directly in
multigrade classes, we can see that:
The course has theories, but there
was no relation to the practices in
multigrade classes (teacher trainees)
The course does not focus on
multigrade classes, but gives us some
basis to apply in the classroom;
The Pedagogy course opened our
horizons, but in relation to the work
in multigrade classes, it was lacking.
(Professor Cursistas);
I think that some of the teacher
educators were not involved with
rural education, leaving the
theoretical and practical training very
vague. (Teacher Trainees).
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
19
There were several courses, including
internships, but there was one course
that did a general overview of rural
education, and others worked on one
or two texts. (Professor Cursistas|);
I was always very anxious, because I
expected to learn how to work with
multigrade classes, but I still don't
know. It may even be different now,
because I have readings, but in
practice, inside with children of
different ages together, I still get lost,
and work dividing the board into
several grades (Prof. Cursistas)
(verbal information)
ix
.
It is understood that only one subject
with minimum workload does not allow
theoretical basis for articulation proposed
by the menu, that is, to propose the use of
pedagogical means and techniques directed
to the local population. The curricular
matrix of the Pedagogy/PARFOR course
disregards the organization format of rural
schools, and generates some difficulties for
the trainee teachers to relate the training to
the reality of Rural Education with work in
multigrade classes. The lack of specific
discussion of theoretical and
methodological knowledge creates
complications in the pedagogical process,
because teachers end up using
improvisation that can reduce the effective
teaching and learning processes.
It is verified that only in the
municipality of Breves, between the years
2011 and 2018, the largest number of
elementary schools in the municipality was
offered in the countryside, ranging from
233 to 265 schools, while in the urban area
the number was 29 to 30 schools (National
Institute of Educational Studies and
Research [Inep], 2018); however, the
training of in-service teachers working
directly in these spaces is still based on a
curriculum that does not contemplate the
different realities. In practice, we agree
with Caetano (2013, p. 81): "... despite this
achievement, it is notorious that
universities themselves have difficulties in
training professionals to work with
multigrade classes ...".
The quality of teacher education can
only be transformed when the thinking
about the quality of education is not
considered as a quantitative product that
needs to be compared to the indexes or
diagnoses presented, when the logic set for
the formulation of initial training policies
is not linked to the lightness, and
subordinated to the world of work and
needs to be achieved by the logic of cost
and benefit.
It is not about attributing to the
university any salvationist role, much less
blaming teachers for the results of the
Basic Education indexes, but recognizing
that in order to guarantee a consistent
education it is necessary to invest in
training. Another fundamental aspect is
that, regardless of the level or modality of
education, it is fundamental that
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
20
universities offer degree courses with
theoretical and methodological references
that consider the totality in which it is
inserted.
It is necessary to recognize that the
process of raising the esteem of teachers in
the process of training, as well as to
recognize that teacher training as a human
creation, will only have legitimacy if this
training fulfills the purpose for which it
was created. According to Munarim (2008,
p. 24):
It is necessary to institute in the
structure of Brazilian higher
education institutions and in high
schools, processes for the initial
formation of Rural Educators ... Such
training should be based on universal
principles already established in the
field of educational sciences, and
should take into account that the
countryside is made up of
specificities that cannot be ignored in
educational processes; more than
this, these specificities will only be
present if the teacher has had
adequate training.
This author, when presenting the
working conditions of the teacher in
multigrade classes, demonstrates the need
to rethink the differentiated training to
work in rural schools; and equally presents
the precariousness of the working
conditions in which this teacher is inserted.
Notoriously, the reality of Para's
Rural Education reached the 21st century
with the same similarities exposed by
Bezerra Neto's (2016, p. 82) study of Rural
Education in the second half of the
century: "... the schools were mere deposits
of children of all ages; the teachers with
low salaries and qualifications... were
subjected to extremely precarious living,
housing, and working conditions".
The educational policies need to
consider that it is not enough to offer
higher education courses, that is, it is
necessary to excel in the quality of this
initial and continued training for the
development of the integral formation of
Rural Education. Likewise, the teacher-
training model needs to be rethought by the
educational institutions, aiming, for
example, to adapt them to the diagnoses
made about the different training courses
offered.
Final considerations
We recognize, in this scenario, the
contribution of UFPA to the training of
3,196 educators in the state through
PARFOR. However, recognizing this does
not mean that one cannot question the
perspectives for confronting the training of
teachers for rural education in the Amazon.
The first consideration to be made is the
understanding that it is not possible to
think of a quality education without
considering the objective conditions for the
accomplishment of the pedagogical work,
such as salaries, teaching career for
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
21
teacher's valorization, structural work
conditions, adequate number of students
per room, pedagogical resources, collective
work of all the subjects that make up the
school management and, fundamentally,
the reorganization of time inside the
schools located in the countryside.
Having made these initial
considerations, we defend as a theoretical
reference for teacher education the
Critical-Historical pedagogy based on
historical-dialectical materialism, based on
philosophical, historical, economic, and
social-political aspects (Saviani, 2013, p.
160). We assume that rethinking teacher
education will involve the understanding
that the apprehension of the concrete world
is linked to the appropriation of knowledge
in its most elaborate forms and that this
apprehension enables the overcoming by
incorporation of the limits produced by
hegemonic theories reproduced in
education, which, in turn, limit the subjects
to the partial analysis of the educational
reality.
In all historical contexts of teacher
education, up to the educational policies of
today, the State has sought to link the
condition of the teacher to knowledge, not
as an instrument of contestation, but, above
all, as a form of ideological control
through the programs and curricula
intended for the schooling processes.
If we understand education as an act
of production of humanity, initial teacher
education needs to appropriate this
information in a critical way, in order to
oppose all ideological forms of
subordination of the capitalist society. One
of the forms of resistance is, for example,
to incorporate to the formation programs,
the neoliberal curriculums, not for mere
reproduction, but as a reconstruction of
forms of overcoming, starting with the
reformulation of the courses for the
formation of teachers of knowledge of
different languages, literatures, sets of
laws, which allow the building of
theoretical and practical subsidies for the
transformation of the school into a space of
constant struggle that can guarantee to the
subjects the instrumentalization of the
struggle for the right to a quality rural
education.
The repressed demand of untrained
teachers caused historically by the neglect
of rural education throughout history
cannot be solved only by the requirement
of presenting quantitative data of closed
goals before agreements with funding
agencies of Brazilian public policies, as it
was recently presented by the national
teacher training policy in force, a new
recomposition of the model, through the
Open Distance University, to meet the
training of teachers from North to South of
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
22
the country, leaving out the budget to meet
the face-to-face PARFOR in the region.
In this sense, we conclude that it is
urgent and necessary the role of the
University facing the formation of Rural
Educators, as well as to reflect about the
emergency character of the policies
destined to the formation of teachers in
service, because when placed as a political
strategy to solve the problems of Basic
Education, it reinforces the illusion that the
certification of the teacher with Higher
Education will produce positive impacts in
education, without considering the regional
asymmetries and the conditions of access,
permanence and the quality of this
formation, and, primarily, disregards the
historical struggle for a Rural Education
that assures the social rights that were
denied to them.
References
Araújo, F. M. L. (2011). Educação rural e
formação de professores no Brasil: gênese
de uma experiência pioneira. Cadernos de
História da Educação, 10(2), 237-255.
Recuperado de
http://www.seer.ufu.br/index.php/che/articl
e/view/14624
Arroyo, M. G., & Fernandes, B. M. (1999).
A educação básica e o movimento social
do campo. Brasília, DF: Articulação
Nacional Por Uma Educação do Campo.
Coleção Por Uma Educação Básica do
Campo, n.º 2.
Bastos, J. M. (2017). Plano Nacional de
Formação de Professores da Educação
Básica-PARFOR: concepções, diretrizes e
princípios formativos (Dissertação de
Mestrado). Universidade Federal do Pará,
Belém. Recuperado de
https://sigaa.ufpa.br/sigaa/verProducao?idP
roducao
Bezerra Neto, L. (2003). Avanços e
retrocessos na educação rural no Brasil
(Tese de Doutorado). Universidade
Estadual de Campinas. Recuperado de
http://repositorio.unicamp.br
Bezerra Neto, L. (2016). Educação rural
no Brasil: do ruralismo pedagógico ao
movimento por uma educação do campo.
Uberlândia: Navegando Publicações.
Recuperado de: http://www.gepec.ufscar.br
Bezerra Neto, L., & Santos, F. R.
Educação no campo: história, desafios e
perspectivas atuais (2016). In Basso, J. D.,
Neto, J. L. S., & Bezerra, M. C. S. (Orgs.).
Pedagogia histórico-crítica e educação no
campo: história, desafios e perspectivas
atuais (pp. 243-271). São Carlos: Pedro &
João Editores e Navegando. Recuperado de
http://www.gepec.ufscar.br
Boeira, A. D. (2011). Instituições de
correção, educação e regeneração: o caso
do Patronato Agrícola de Anitápolis/SC
(1918-1930). In Anais do I Seminário
Internacional História do Tempo Presente.
Florianópolis: UDESC; ANPUH-SC;
PPGGH. Recuperado de
http://www.eventos.udesc.br
Brzezinski, I. (2017). Formação de
Professores pesquisas sobre políticas de
formação inicial e continuada de
professores da educação básica plano de
formação de professores (PARFOR): o
instituído e o instituinte. In 38ª Reunião
Nacional da ANPEd (01 a 05 de outubro
de 2017), UFMA, São Luís. Recuperado de
http://www.38reuniao.anped.org.br
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
23
Caetano, V. N. S. (2013). Educação do
Campo em Breves/PA: prática pedagógica
em classe multisseriada (Dissertação de
Mestrado). Universidade do Estado do
Pará, Belém.
Caldart, R. S. (2001). O MST e a formação
dos sem terra: o movimento social como
princípio educativo. Estudos Avançados,
15(43), 207-224.
https://doi.org/10.1590/S0103-
40142001000300016
Constituição da República Federativa do
Brasil de 1988. (1988, 5 de outubro).
Brasília. Recuperado de
https://www2.camara.leg.br/legin/fed/const
i/1988/constituicao-1988
Cunha, E. R., Silva, G. N. B., & Brito, A.
R. P. (2017). A formação docente no Pará:
os caminhos do Fórum Estadual
Permanente de Apoio à Formação Docente
do Pará e seus desafios. Rev. educ. PUC-
Camp., 22(2), 269-284.
https://doi.org/10.24220/P1519-3993-
2017220200003
Decreto nº 6.040, de 7 de fevereiro de
2007. (2007, 8 de fevereiro). Institui a
Política Nacional de Desenvolvimento
Sustentável dos Povos e Comunidades
Tradicionais. Diário Oficial da União.
Recuperado de
https://presrepublica.jusbrasil.com.br/legisl
acao/94949/decreto
Decreto nº 6.755, de 29 de janeiro de 2009.
(2009, 30 de janeiro). Institui a Política
Nacional de Formação de Profissionais do
Magistério da Educação Básica, disciplina
a atuação da Coordenação de
Aperfeiçoamento de Pessoal de Nível
Superior - CAPES no fomento a programas
de formação inicial e continuada, e dá
outras providências. Diário Oficial da
União. Recuperado de
http://www.planalto.gov.br/ccivil_03/_ato2
007-2010/2009/decreto/d6755.htm
Dicionário Online de Português (Dicio).
Acessado em https://www.dicio.com.br/
Freires, A. C. S. (2017). A formação em
serviço no curso de Pedagogia da
Universidade Federal do Pará:
implicações na prática pedagógica do
professor-aluno/egresso do PARFOR
(Dissertação de Mestrado). Universidade
Federal do Pará, Belém. Recuperado de
http://repositorio.ufpa.br/jspui/handle/2011
/8648
Freitas, H. C. L. (2002). Formação de
professores no Brasil: 10 anos de embate
entre projetos de formação. Educação e
Sociedade, 23(80), 136-167.
https://doi.org/10.1590/S0101-
73302002008000009
Grupo de Estudo e Pesquisas em Educação
do Campo na Amazônia do Instituto de
Ciências da Educação [Geperuaz] UFPA.
(2014). Banco de Dados. Realidades e
Desafios da Educação do Campo na
Amazônia Paraense. Informações do
Estado e dos Municípios.
Hage, S. A. M. (2014). Transgressão do
paradigma da (multi)seriação como
referência para a construção da escola
pública do campo. Educação e Sociedade,
35(129), 1165-1182.
https://doi.org/10.1590/ES0101-
73302014144531
Hall, R. K. (1950). Observações e
impressões sobre o ensino rural no Brasil.
Revista Brasileira de Estudos
Pedagógicos, XIV(38), 11-125.
Recuperado de
http://www.portal.inep.gov.br
Instituto Nacional de Estudos e Pesquisas
Educacionais [Inep]. (2009). Ministério da
Educação. Estudo exploratório sobre o
professor brasileiro Com base nos
resultados do Censo Escolar da Educação
Básica 2007. Brasília Maio de 2009.
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
24
Recuperado de
http://www.portal.mec.gov.br
Instituto Nacional de Estudos e Pesquisas
Educacionais Anísio Teixeira. (2018).
Censo Escolar. Recuperado de
portal.inep.gov.br/censo-escolar.
Karnal, L., & Tatsch, F. G. (2012)
Documento e história: a memória
evanescente. In Pinsky, C. B. & Luca, T.
R. de (Orgs.). O historiador e suas fontes
(pp. 9-27). São Paulo: Contexto.
Lei nº 4.024, de 20 de dezembro 1961
(1961, 27 de dezembro). Fixa as Diretrizes
e Bases da Educação Nacional. Diário
Oficial da União. Recuperado de
http://www.presidencia.gov.br/legislacao/
Lei nº 5.692, de 11 de agosto de 1971.
(1971, 12 de agosto). Fixam Diretrizes e
Bases para o ensino de 1º e 2º Graus e dá
outras providencias. Diário Oficial da
União. Recuperado de
https://www2.camara.leg.br
Lei nº 9.394, de 20 de dezembro de 1996.
(1996, 23 de dezembro). Estabelece as
diretrizes e bases da educação nacional.
Diário Oficial da União. Recuperado de
http://www.planalto.gov.br/ccivil_03/leis/l
9394.htm
Lei nº 2.388, de 24 de junho de 2015.
(2015, 24 de junho). Aprova o Plano
Municipal de Educação PME e dá outras
providências. Recuperado de
https://pt.scribd.com/document/363666692
/Plano-Municipal-de-Educacao-Breves
Loureiro, V. R., & Araújo, F. L. M. P.
(2010). Educação básica: direito humano e
capital social na Amazônia paraense,
MEC/INEP/Edital nº 38. Recuperado de
https://www.capes.gov.br/images/seminari
os/iv-observatorio-da-educacao/
Marinho, D. L. (2016). Rompendo as
cercas e construindo saberes: a juventude
na construção da educação profissional do
campo no Sudeste do Pará. Recife:
Imprima.
Munarim, A. (2008). Trajetória do
movimento nacional de educação do
campo no Brasil. Revista Educação, 33(1),
57-72. Recuperado de
https://periodicos.ufsm.br/reveducacao/arti
cle/view/19/0
Oliveira, M. R. P. (2003). Formar
cidadãos úteis: os patronatos agrícolas e a
infância pobre na Primeira República.
Bragança Paulista: EDUSF.
Parecer CEB/CNE, nº 01/2006. (2006, 1 de
fevereiro). Estabelece Dias letivos para a
aplicação da Pedagogia de Alternância nos
Centros Familiares de Formação por
Alternância (CEFFA). Diário Oficial da
União. Recuperado de
http://pronacampo.mec.gov.br/images/pdf/
mn_parecer_1_de_1_de_fevereiro_de_200
6.pdf
Portaria Normativa, nº 9, de 30 de junho de
2009. (2009, 30 de junho). Institui o Plano
Nacional de Formação dos Professores da
Educação Básica no âmbito do Ministério
da Educação. Diário Oficial da União.
Recuperado de
http://portal.mec.gov.br/dmdocuments/port
_normt_09_300609.pdf
Resolução CNE/CEB nº 1, de 3 de abril de
2002. (2002, 9 de abril 2002). Institui
Diretrizes Operacionais para a Educação
Básica nas Escolas do Campo. Diário
Oficial da União. Recuperado de
http://portal.mec.gov.br/escola-de-
gestores-da-educacao-basica
Resolução CNE/CEB nº 2, de 28 de abril
de 2008. (2008, 29 de abril 2008)
Estabelece diretrizes complementares,
normas e princípios para o
desenvolvimento de políticas públicas de
atendimento da Educação Básica do
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
25
Campo. Diário Oficial da União, Brasília.
Recuperado de http://portal.mec.gov.br
Saviani, D. (2013). História das ideias
pedagógicas no Brasil. Campinas: Autores
Associados.
Secretaria de Estado de Educação do Pará
(2009a). Comissão de Formação
Continuada do PARFOR - Pará. Plano
Decenal de Formação Docente do Estado
do Pará. Belém: SEDUC-IES. Recuperado
de
http://www6.seduc.pa.gov.br/planodeforma
cao/arquivos/PARFOR_Pa.pdf
Secretaria de Estado de Educação do Pará
(2009b). Protocolo SEDUC-IES. Plano de
Formação Docente do Estado do Pará.
Belém: SEDUC-IES. Recuperado de
https://www.seduc.pa.gov.br%2Fplanodefo
rmacao
Governo do Estado do Pará. Secretaria de
Estado de Planejamento. Diretoria de
Planejamento (2015). Plano Plurianual
2016-2019: governo regionalizado,
desenvolvimento integrado. Secretaria de
Estado de Planejamento (3v.:il., v. II).
Belém: Seplan. Diretoria de Planejamento.
Belém: Seplan. Recuperado de
http://www.ioepa.com.br
Severino, A. J. (2007). Metodologia do
trabalho científico. São Paulo: Cortez.
Souza, N. S. (2010). A Amazônia
brasileira: processo de ocupação e a
devastação da floresta. Boletim Científico:
Escola Superior do Ministério Público,
9(32/33), 199-235. Recuperado de
http://www.escola.mpu.mp.br
Universidade Federal do Pará (2019).
PARFOR em números 2019. Recuperado
de https://www.aedi.ufpa.br/parfor/
Universidade Federal do Pará. (2011).
Projeto Pedagógico do Curso de
Licenciatura Campus Universitário do
Marajó – Breves. Recuperado de
http://www.campusbreves.ufpa.br/images/
documentos_institucionais/PPC-novo-
Pedagogia.pdf
Werle, F. O. C. (2012). Escola Normal
Rural: Espaço de formação de grupos
dirigentes. Olhar de Professor, 15(1), 33-
39.
https://doi.org/10.5212/OlharProfr.v.15i1.0
002
i
The Marajó Integration Region (RI) is composed
of 16 municipalities (Afuá, Anajás, Bagre, Breves,
Cachoeira do Arari, Chaves, Curralinho, Gurupá,
Melgaço, Muaná, Ponta de Pedras, Portel,
Salvaterra, Santa Cruz do Arari, São Sebastião da
Boa Vista, Soure)" (Government of the State of
Pará, 2015, p. 1, emphasis in original).
ii
"Small propulsion engine which, attached to the
rear of small boats or ships, is driven manually,
with the help of a stick that determines the
directions" (Online Dictionary of Portuguese
Language, 2019).
iii
Created by Resolution No. 200, in October
1851, the Municipality of Breves is located in the
Mesoregion of Marajó7, microregion of Furos de
Breves8, in the State of Pará. Its headquarters is
located on the left bank of the Parauaú River, 240
km away as the crow flies from the State Capital,
the City of Belém (Law No. 2388, 2015, p. 32).
iv
The MST "...is the result of an agrarian question
that is structural and historical in Brazil. It was born
from the articulation of the struggles for land,
which were resumed from the end of the 1970s,
especially in the Center-South region of the country
and, little by little, expanded throughout Brazil ...
Today the MST is organized in 22 states, and
follows with the same objectives defined in this
Meeting of 84 ..." (Caldart, 2001, p. 1).
v
This data was collected from the URES located
in municipalities in the states of Pará, and was not
differentiated between teachers from urban and
rural areas.
vi
PARFOR in number. Accessed at:
https://www.aedi.ufpa.br/parfor/index.php/2013-10-
03-15-09-36/parfor-em-numeros.
Matos, C. C., & Silva, S. P. (2021). Teacher education in Pará´s Amazonia: a relationship with Rural Education…
Tocantinópolis/Brasil
v. 6
e9567
10.20873/uft.rbec.e9567
2021
ISSN: 2525-4863
26
vii
Educampo Portal. Accessed at:
http://educampoparaense.com.br/noticia.php?id=47.
Group of Study and Research in Rural Education in
the Amazon of the Institute of Education
Sciences/UFPA.
viii
There is no concrete study that shows this
percentage.
ix
Interview conducted at the PARFOR Teacher
Training Pole School in November 2018 on the 5th,
6th, 7th.
Article Information
Received on June 05th, 2020
Accepted on March 13th, 2021
Published on July, 04th, 2021
Author Contributions: The author were responsible for
the designing, delineating, analyzing and interpreting the
data, production of the manuscript, critical revision of the
content and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Matos, C. C., & Silva, S. P. (2021). Teacher training in the
Amazon of Pará: the relationship with the Rural Education.
Rev. Bras. Educ. Camp., 6, e9567.
http://dx.doi.org/10.20873/uft.rbec.e9567
ABNT
MATOS, C. C.; SILVA, S. P. Teacher training in the
Amazon of Pará: the relationship with the Rural Education.
Rev. Bras. Educ. Camp., Tocantinópolis, v. 6, e9567,
2021. http://dx.doi.org/10.20873/uft.rbec.e9567