BETWEEN RIVERS AND FORESTS: BECOMING A TEACHER IN THE SCHOOLS OF RIVERINE COMMUNITIES IN THE RIO IRIRI EXTRACTIVE RESERVE

Portilho R.; da Silva Trindade J. · Margens (2025) · DOI: 10.18542/rmi.v19i33.18108

Resumen

In this study, we aimed to analyze how professional experiences in the riverside communities of the Rio Iriri Extractive Reserve, in Altamira-PA, contribute to shaping the teaching identity of teachers who do not belong to these communities. To this end, we conducted a qualitative study based on our professional experiences in schools within the riverside communities of the Resex Rio Iriri. As a result, we discussed six issues that influence the formation of the teaching identity of educators who work in, but do not belong to, the Resex communities. These issues are: adaptation to the local context; resource inequality; development of alternative methodologies; working conditions; resilience and frustration; and the role of school management and pedagogical coordination. These aspects shape teachers who are capable of overcoming adversity, committed, and prepared to deal with challenging realities. However, it is necessary to highlight the evident denial of rights and the precariousness of teaching work, which ultimately shape teachers' self-perception and professional identity. © (2025), (Universidade Federal Do Para), All Rights Reserved.