The challenges faced by teachers in rural areas of the municipality of Manicoré, Amazonas: limits and possibilities in the teaching–learning process.

Abstract

This article aims to analyze the main difficulties faced by teachers working in rural areas of the municipality of Manicoré, Amazonas. The educational reality of these locations is marked by challenges such as geographic isolation, inadequate school infrastructure, scarcity of teaching materials suited to the rural context, and the presence of multigrade classrooms. These factors directly impact the teaching–learning process and require continuous pedagogical adaptation from teachers. The research is qualitative in nature, based on a bibliographic review, seeking to discuss teacher appreciation and the need for public policies aimed at rural education. The results indicate that teachers face an overload of responsibilities, often performing tasks beyond their teaching role, which may compromise both the quality of education and the well-being of the professionals. Furthermore, there is a noticeable fragility in public policies directed toward rural education, highlighting the need for the implementation of more effective and context-sensitive educational policies that promote better working conditions, teacher appreciation, and the guarantee of quality education for riverside populations. Therefore, it is essential to invest in improvements such as infrastructure, teacher training, and the development of more inclusive, contextualized, and humanized pedagogical practices capable of meeting the needs of both the community and educators.