In(visibilities) of the training of literacy teachers who work in the Pantanal Sul-Mato Grosso and border region

Abstract

This article starts from the problematization regarding the training of literacy teachers who work in contexts of invisibilities, few of which are achieved by broad policies. Inserted in the Pantanal Sul-Mato Grosso and on the Brazil-Bolivia border, the municipality of Corumbá, Mato Grosso do Sul, has the following singularities in the educational scenario: (i) schools located in the riverside region that operate based on the Pantanal water cycle; and (ii) a significant population of Bolivian origin in schools, with students who reside in Bolivia and study in Brazil, whose main language is Spanish. This text focuses, on the one hand, on the specific training needs of literacy teachers and which are silenced in teacher training policies, whether at the national or state level. On the other hand, the collaborative training experiences developed in the University and School partnership based on research carried out by the University that heard literacy teachers from this region. In a qualitative, bibliographical approach, the study includes a survey of research and school/university collaborative actions developed in Corumbá for literacy teachers who work in riverside schools, or who have students of Bolivian origin in their classes. The analysis undertaken highlights the need for training to welcome children in these contexts, as they need to be made visible and have their rights guaranteed. It is necessary to propose training policies that consider the training needs and the right to read and write for everyone in these different contexts. Also the importance of socializing and giving visibility to the work that is being carried out in these spaces.