<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>1517-9702</journal-id>
<journal-title><![CDATA[Educação e Pesquisa]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Pesqui.]]></abbrev-journal-title>
<issn>1517-9702</issn>
<publisher>
<publisher-name><![CDATA[Faculdade de Educação da Universidade de São Paulo]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1517-97022021000100754</article-id>
<article-id pub-id-type="doi">10.1590/s1678-4634202147230347</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Resiliência pedagógica: escolas ribeirinhas frente às variações de seca e cheia do Rio Amazonas]]></article-title>
<article-title xml:lang="en"><![CDATA[Pedagogical resilience: riverside schools in the face of drought and floods in the Amazon River]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Alencar]]></surname>
<given-names><![CDATA[Danielle Golvim da Silva]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Costa]]></surname>
<given-names><![CDATA[Francimara Souza da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Federal do Amazonas  ]]></institution>
<addr-line><![CDATA[Manaus Amazonas]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2021</year>
</pub-date>
<volume>47</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1517-97022021000100754&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1517-97022021000100754&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1517-97022021000100754&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo Resiliência pedagógica pode ser compreendida como uma estratégia que viabiliza de maneira prática e qualitativa a adaptação do professor às situações adversas que surgem em seu ambiente de ensino, principalmente em realidades educacionais não convencionais, como aquelas vivenciadas por escolas localizadas nas margens dos rios da Amazônia. Este estudo objetivou analisar o processo de resiliência pedagógica de professores de uma escola ribeirinha localizada no município de Careiro da Várzea, Estado do Amazonas, considerando três fatores básicos: a formação do professor, o currículo escolar e as práticas educacionais realizadas. Para a realização da pesquisa foi utilizada a abordagem qualitativa e os dados foram coletados por meio de análise documental, pesquisa bibliográfica e entrevistas com professores e gestora da escola. Os resultados demonstram que o currículo escolar possui estrutura semelhante ao currículo de escolas urbanas, mas os professores tentam adaptá-lo à sua realidade, ainda que de forma parcial. Foi observada a ausência de uma formação específica para atuação dos professores na educação ribeirinha e a necessidade de um processo de adaptação constante das práticas educativas, de acordo com a sazonalidade de seca e cheia do Rio Amazonas. Tais necessidades resultam em reelaborações curriculares e de planejamentos, mudanças sazonais de estratégias de aulas e criação de práticas, além da necessidade de adaptação do ambiente escolar à falta de material e de infraestrutura adequada.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract Pedagogical resilience can be understood as a strategy that enables, in a practical and qualitative way, the adaptation of the teacher to the adverse situations that arise in his or her teaching environment, mainly in unconventional educational realities, such as those experienced by schools located on the banks of the rivers of the Amazonia. This study aimed to analyze the process of pedagogical resilience of teachers from a riverside school located in the municipality of Careiro da Várzea, State of Amazonas, considering three basic factors: teacher training, school curriculum and educational practices carried out. To conduct the research, the qualitative approach was used and data were collected through document analysis, bibliographic review and interviews with teachers and the school manager. The results show that the school curriculum has a similar structure to the curriculum of urban schools, but teachers try to adapt it to their reality, even if in a partial way. The absence of specific training was observed for the performance of teachers in riverside education and the need for a process of constant adaptation of educational practices, according to the drought and flood seasons of the Amazon River. Such needs result in curricular and planning re-elaborations, seasonal changes in class strategies and the creation of practices, in addition to the need to adapt the school environment to the lack of materials and adequate infrastructure.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Resiliência]]></kwd>
<kwd lng="pt"><![CDATA[Amazônia]]></kwd>
<kwd lng="pt"><![CDATA[Escolas ribeirinhas]]></kwd>
<kwd lng="en"><![CDATA[Resilience]]></kwd>
<kwd lng="en"><![CDATA[Amazon]]></kwd>
<kwd lng="en"><![CDATA[Riverside schools]]></kwd>
</kwd-group>
</article-meta>
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