IN-SERVICE TRAINING FOR TEACHERS OF MANAUS PRISON UNITS (Atena Editora)

Abstract

The research and extension project of In-Service Training for teachers from prisons in Manaus comprises the discussion about teacher training and the composition of citizenship through the reflective action of the teacher in the complex society. The in-service training and extension activities carried out by the Universidade do Estado do Amazonas with the teachers of the prison units in Manaus were based on the idea that each subject present in the school in prisons is part of the appreciation of the complexities of the real. In this sense, we start from the principle of dialogic and its dimension in bringing together different people, verifying the links and complex relationships between subjects and institutions. Dialogues were held with Andreatta & Saraiva (2019), Barbier (2004), Lucena, Saraiva e Almeida (2016), Norbert (2018), Borges (2019), Tardif (2014), among others, to discuss training, pedagogical listening, the nature of teacher training and identity. The dialogic methodology was based on reflection, understanding and action in an act that involved the cognitive, the experiential, the relational, the investigative and the different. It was related to the (re)-(de)construction of meanings and meanings carried out by teachers and students in the discovery of knowledge and its various possibilities. The results indicate that in-service training is essential for strengthening the teaching identity, the plural knowledge of teachers, the heterogeneous knowledge that involved subjects, their histories, listening, needs and knowledge. The work also points out that Research and Extension provoked dialogic movements so that reality could be examined from various angles, interpreting its relationships, provoking reflections, memory resources, records, readings of scientific studies and recovery of identities to carry out critical and multiperspectival character.