Dificuldades Nas Práticas Docentes de Professores Iniciantes na Zona Rural

Abstract

This study with the theme Difficulties in the teaching practices of beginning teachers in the rural area analyzed the main difficulties for the teaching performance of beginning teachers at Centro Escolar São José, in the São José community in the municipality of Alvarães/AM. The methodological path of the research was based on the use of the hypothetical-deductive method with the quanti-qualitative premise, based on the authors: Caldart (2012), Oliveira et al. (2010), Araújo and Silva (2011), Brazil (1966), Loss (2017), and the application of a form with five questions, two objective multiple-choice questions and three subjective questions involving three newly graduated teachers who teach in an educational institution in rural areas. The results of this investigation indicate that the teacher who is at the beginning of his professional journey, and is working in teaching in rural schools, among these, Centro Escolar São José, is faced with a reality that is not encouraging. The problem is accentuated when it is analyzed, for example, in a critical way, and when the teachers themselves describe that, logistics, meals, training, physical and pedagogical structure. It was found that, in fact, the participating teachers find it difficult to work in the classroom, due to the lack of didactic material and also methodological limitations, considering that they do not have monitoring and/or continuing education. Such aspects directly interfere with the pedagogical quality, considering that the continuing education of the participating teachers requires attention from the public entity, since education based on quality is not built only with the performance of teachers, but involving different actors in this process