Medeiros, Mônica Xavier deAguiar, Arthur Viana2022-05-272024-08-302022-05-272022-05-272019-12-13https://ri.uea.edu.br/handle/riuea/542This research seeks to understand the process of formation of the social teaching movement, based on the political militancy of public education teachers in Parintins, a Brazilian municipality in the interior of the State of Amazonas, between the years 1980-1990. The chronological cut established marks a significant moment for the left social movements, in particular, because it is identified as the end of the civil-military dictatorship that was implanted in Brazil in 1964 and, consequently, with the beginning of the process of political opening and democratization of the country. The work problematizes the memory of Parintins teachers who were involved in the militancy of parties, unions, strikes and related their experiences with the classroom, evidencing the practical political/pedagogical effects of the teaching activity. We used the methodology of Oral History from the reflections of Alessandro Portelli, which allowed us to understand ways of life, struggles and the resistance strategies of the social subjects of the research in the face of the political conjuncture of the time. The authors who helped us in the discussion are important theoretical references to understand the theme: Eder Sader and Boris Fausto helped to understand the historical conjuncture; Edward Thompson and Florestan Fernandes contributed to thinking about the “class struggle” category; James Batista, Amarilio Ferreira and Marisa Bittar were also important, as their works problematize the teaching movement in the studied period. Finally, the research points to the dilemmas and tensions that teachers experienced in the 80's and 90's, such as the salary squeeze and the precariousness of teaching work, reaffirming the need for these workers' struggle and resistance movements.Acesso AbertoTrabalhadoresMilitância PolíticaMovimentos SociaisTrabalho de Conclusão de Curso