Percalços e desafios da profissão docente no meio rural em Ariquemes (RO)

Abstract

This article aims to analyze the mishaps and challenges faced by both male and female teachers in the teaching craft, in the rural area of Ariquemes (RO), in the Northern of Brazil, between the years 1980 and 1990. Among the questions we highlight: how was rural teaching organized in terms of career and education level of the teachers? What were the roles of teachers in the daily life of rural schools? In methodological terms we use diverse historical sources, including statements, governmental speeches and oral sources collected through semi-structured interviews with male and female teachers who have were and / or still are teaching in rural areas. It is understood from the investigation that the admission to the teaching career occurred through indication of the community and that the teaching practiced in the rural schools were by multi-serial ways. The first four grades of the first grade shared the same scholar space, and the rural teachers faced several difficulties, some of them: to travel far distances to teach, triple and quadruple function, among other functions. Through these devices, teachers represented the social model of the intellectual citizen, and teaching in rural schools was not a service, nor an insertion in the labor market, but a help to their own community.