Ressignificados da prática de uma docente da Resex Chico Mendes no ensino de ciências: uma análise a partir de Stephen Ball

Abstract

The schools in the Chico Mendes Extractive Reserve, in the municipality of Xapuri/AC, were founded in 1983 as a result of the rubber tappers' struggle for literacy among the local population. These schools have specific characteristics due to their constitution and the role they play in the community. The União Rural School, located in Seringal Floresta, in the Rio Branco community of this conservation unit, was the locus of our research, due to its characteristics such as multigrade classes, a specific historical and geographical context based on environmental preservation principles, as well as the presence of teachers on temporary contracts. Our first approach led us to meet a teacher who is a native of the region, who has studied and taught in this area for 15 years on a temporary contract, experiencing profound changes both as a resident and as a teacher. Our research problem is, with all this complexity, how do teachers act, in other words, what meanings guide their actions in the classroom? Specifically, we sought to identify and analyze the elements that characterize and (re)signify the pedagogical practice of teachers at the União Rural School. We started from the premise that the particularity of the context and the curriculum guidelines impact or influence this practice. In order to achieve this general objective, we set ourselves the following specific objectives: (a) to characterize the Chico Mendes Extractive Reserve and the União Rural School, including the implementation of education in this territory; (b) to analyze the curricular guidance documents for teaching in rural schools in the state of Acre, (c) to identify and describe elements that reflect the resignification of the guidance documents by the researched teacher. Using a qualitative methodological approach and narrative research, we conducted semi-structured interviews with questions about school activities and the relationship with the guidelines and materials of the Acre State Department of Education and Culture (SEE/AC), particularly in science classes. The analysis was based on the Discursive Textual Analysis (DTA) of Moraes and Galiazzi (2020), using Stephen Ball's (2011) perspective as a theoretical lens. From the results obtained, we highlight that the materialization of the teacher's planning and practices reveal aspects related to school leveling, reading and writing, the creative use of didactic resources and the teaching of content linked to local daily life. The teacher's dedication and commitment to the teaching-learning process reflect her strong connection with the region. She gives new meaning to her practice by re-reading and adapting Acre's educational guidelines, shaping her lessons and activities to meet the needs of the local community, which sees the school as a place of freedom, opportunity and hope.