Pedagogia da alternância e a atuação docente: uma experiência com o Proeja indígena no IFAM Campus Maués (2018-2023)

Abstract

The present study aims to analyze the formative dimension of teachers through the experienced gained at the Federal Institute of Amazonas, Maués campus, and its contributions to the development of specific education in indigenous land in the municipality of Maués, located in the state of Amazonas. The study seeks to investigate how this involvement contributes to teacher development and differentiated education in the indigenous community. The research was conducted in a specific context, in which participating teachers were directly engaged with the indigenous community located on Michiles Island, in the lower Amazon region, as part of an educational organization proposal developed for this space, based on the Pedagogy of Alternation. This teaching approach was implemented with the Sateré-Mawé indigenous people, between the years 2018 and 2023, in the context of the technical course in agroecology aimed at youth and adults. Regarding the methodology, we adopted a qualitative approach for the research, as this strategy is not translated into numbers. We sought to verify the relationship between reality and the object of study, obtaining interpretations through discursive textual analysis to deepen the understanding of a specific social group – in this case, teachers from IFAM Maués who were involved in Indigenous EJA/PROEJA. We conducted observations, field visits, questionnaire administration, semi-structured interviews with teachers, and analysis of institutional documents. The research was developed in close collaboration with teachers and the local indigenous community, ensuring active participation of those involved. The study highlights the importance of teacher training and adaptation of pedagogical methodology to the particularities of the indigenous context. Additionally, we describe the creation of an Educational Product, a Guide that presents principles and guidelines for technological education in the Pedagogy of Alternation within the context of Indigenous PROEJA, using this experience as inspiration. The aim is to assist other teachers seeking to understand and engage in this educational context. For the development of this material, we employed the following methodology: the research conducted is of a qualitative nature and was organized through the following stages: Field observation and investigation, implementation, and evaluation. The evaluation was based on the layers mentioned by Mendonça et al. (2022). In this regard, we aimed to verify whether the educational product encompasses the four mentioned layers: conceptual, didactic-pedagogical, communicational, aesthetic, and functional. According to the author, these layers should be present in an educational product and were evaluated using a Likert scale assessment form. The evaluation was carried out by a committee of experts composed of professors from the Federal Institute of Amazonas.t.