Prática docente: narrativas de professores/as da Comunidade Remanescente Quilombo Piratuba (Abaetetuba/PARÁ).

Abstract

This research aims to analyze how life trajectories and teacher training at the Municipal School Nossa Senhora do Perpétuo Socorro, in the Community of Piratuba, contribute to the teaching practice in the classroom and to the construction of professional identity. Methodologically, we chose oral history, starting from a qualitative approach. Theoretically, the research is based on the following theoretical contributions: Nunes (2001), Tardif (2002), Pollak, (1989), Lino (1996), Goldenberg (1997), Marconi and Lakatos (2011). According to Reis (2008), life stories, like those of the teachers / quilombolas, usually narrate about the development of an action triggered by a situation of real or imagined conflict. We conducted the field research, based on observations and interviews to collect information and further analysis. Thus, in what concerns these reflections, we emphasize that the reports of the quilombola teachers and the desire for theoretical deepening motivate us even more to reflect on issues relevant to the theme proposed in this study; understanding how important continuing education is as a continuous process, which needs to be carried out and which is part of the teacher's professional life, from which he qualifies his teaching work and, consequently, improves the quality of the teaching and learning process from the students.