TEACHER PROFESSIONALIZATION IN BASIC EDUCATION IN AGRICULTURAL FAMILY SCHOOLS: A SYSTEMATIC REVIEW

Abstract

This article addresses teacher professionalization, a topic that has become the subject of broad debate in the educational context due to the new demands and challenges that arise in this scenario. The research question guiding the study is: what are the difficulties or challenges present in the process of professionalizing the teacher-monitor in Basic Education at Agricultural Family Schools? To answer this question, the objective of the work is to analyze the difficulties or challenges present in the process of teacher professionalization the teacher-monitor in Basic Education at Agricultural Family Schools. The theoretical framework draws on contributions from authors such as Gimonet (2007), Queiroz (2002), Mate (2023), Moreira, Teixeira e De Souza (2024), Do Nascimento et al. (2023), Ramalho, Nunez and Gauthier (2003), Shiroma and Evangelista (2010), Silva (2003), and others. This study constitutes a qualitative systematic literature review, including national and international articles published between 2020 and 2024, indexed in the Scientific Electronic Library Online (SciELO) database, in the field of Education. The results show that teacher professionalization in this context is marked by specific demands, such as the need for continuing education, renewal of pedagogical practices, and the recognition of the teacher-monitor's role. Furthermore, the importance of Pedagogy of Alternation as a differentiated formative strategy is highlighted, but it faces structural, institutional, and other challenges encountered in the daily life of these schools. It was also observed that, although there have been advances and initiatives, gaps persist that require in-depth studies to establish training policies that meet the needs of the rural reality, aiming at improving the quality of Basic Education and the enhancement of the status of professionals in Rural Education.