Professoras da Amazônia Acreana

The objective was to identify aspects of the personal, family and school trajectories of teachers from the Acre Amazon that had an impact on the decisions taken by these women to beginning of teaching in rural schools, in Feijó, Acre. The analysis were guided by the 10 interviews carried out with research participants. Data analysis revealed a common profile for the majority of interviewees: they were born and grew up in the used territory of Feijó; they and their mothers faced struggles to guarantee their communities’ right to Elementary Education; they sought more schooling and migrated to the urban environment of Feijó; performed domestic work. In this context, entering teaching became a viable alternative to escaping domestic work, these being the main activities carried out by women in the territory. The choice for teaching was also influenced by the decisions of their companions to migrate, work and live in the territory, with the interviewees being responsible for accompanying them. The patriarchy is strengthened in the territory anda in lives of teachers in the Acre Amazon. https://doi.org/10.21723/riaee.v19i00.1947502

Acre · Art · Humanities · Education Pedagogy and Practices · Environmental Science · Rural and Ethnic Education · Science and Education Research