Resumen

GONCALVES, Young Shim  y  NOGUEIRA, Eliane Greice Davanço. PATHWAYS OF PANTANAL EDUCATION. Revista Teias [online]. 2018, vol.19, n.55, pp.315-328.  Epub 17-Feb-2020. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.34147.

What are the challenges faced by teachers who teach in the unique reality of the Pantanal? What are the pedagogical strategies used in a cultural diversity and knowledge so rich? These questions permeate the development of this article whose objective was to know the life reality of the teachers of the Pantanal School, as well as to recognize the challenges and difficulties encountered in their teaching. We problematize our initiation to teaching as a teacher of the pantaneira school in order to present and analyze the formative process of beginners teachers with the purpose of understanding the teachers' education in relation to the specificities of the Escola Municipal Pólo Pantaneira, located in the city of Aquidauana / MS. We used as a trigger element of memories and reflections our memories recorded in a logbook made at the beginning of my teaching. These memories were analyzed from theoretical references that consider the sharing and socialization of experiences in the construction of knowledge, recognizing teachers as active subjects who are in a permanent state of professional development, learning with and in the profession from the mobilization of theoretical knowledge and experiential in concrete situations that challenge them in the school environment. The results of this research pointed out that at first the Pantanal suggests a new space of teaching and learning however, the reality faced by the teachers of the Pantanal school is a path of challenges in which all the potential and exuberance of the Pantanal are not considered. Unlike the imaginary sent by the Pantanal. Such pathways and misbehaviors interfere directly in the professional development process of the teacher, since this is built daily accompanied by singular knowledge not learned in the academy but in other formative spaces.

Palabras clave : Pantaneira School; Teacher Training; Teaching Constitution.

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