Desafios e perspectivas do/a professor/a na educação de crianças e adolescentes em contexto de vulnerabilidade social.

Abstract

This work emerged in everyday conversations, during the experience of the Pedagogical Residency Program (RP), in the period 20182020, in which the anxieties, fears and difficulties experienced by teachers who work in a school located in a neighborhood in CajazeirasPB were observed, in a context of social vulnerability. As a main objective, we seek to understand what it is to be a teacher in a school in the south of the city of Cajazeiras/PB. And specific: Check the challenges and perspectives found by teachers who work in a school located in a context of social vulnerability in the city of Cajazeiras PB; Identify possible factors external to the school that influence the integral development of students; Analyze what In this way, teacher training interferes in the process of integral development of students in a school located in the southern part of the city of Cajazeiras PB. The research consisted of the participation of four teachers from a municipal school in Cajazeiras/PB, located in the south. For data collection we used the following instruments: sociodemographic questionnaire, Free Word Association Test and semi-structured interview. The analysis data revealed that being a teacher in a school in the south of CajazeirasPB is mainly a challenge, given the influence of factors external to daily school life, such as domestic violence, child labor, child adultization, drugs, family abandonment and migration school, in which these elements cause difficulties in the implementation of the teaching-learning process and, consequently, in the exercise of teaching, however, maintain the perspective of improvement in educational/working conditions for students and for themselves.