Ensinar inglês na escola do campo: um relato de experiência sobre a elaboração de material didático no rio Uatumã em Presidente Figueiredo (AM)

Abstract

This work presents an account of a teaching experience lived in a rural school located on the banks of the Uatumã River, in the municipality of Presidente Figueiredo, in the state of Amazonas. The experience was based on the researcher's professional work, which began in 2012, in a context marked by limited pedagogical resources and the absence of basic infrastructure, factors that directly influence the teaching and learning process and motivated the research towards its general objective: To reflect on how the teaching experience in a rural community contributes to the critical reflection of undergraduate students in the Language and Literature course. The research adopts a qualitative approach, using the experience report as a method of critical reflection on teaching practice and as a basic structure for the final format of the research work. Throughout this report, the main challenges faced in teaching English in rural education are described, as well as the pedagogical strategies adopted, such as the development of teaching materials related to the daily life of riverside communities and the implementation of games produced with the protagonism of the students. The dialogue between the difficulties faced at the beginning of their careers and the critical thinking skills acquired in the English Language and Literature course years later led to the conclusion that a teaching degree is a differentiating factor in the training process for teachers who work with teaching an additional language in a Brazilian and rural context. Keywords: experience report; rural education; critical reflection; English language teaching; teacher education