TERRITORIALIZED TEACHER EDUCATION IN THE FINAL YEARS OF ELEMENTARY EDUCATION: AN ANALYSIS OF TEACHERS’ DEMANDS IN THE MUNICIPAL SCHOOL SYSTEM OF ABAETETUBA, PARÁ

Abstract

Thinking about continuing teacher education in Abaetetuba, Pará, requires recognizing that the municipal school system is not organized around a single reality, but across diverse territories marked by the urban center, roads, rural branches, rivers, islands, and traditional communities. Based on this understanding, this article analyzes the training demands of teachers working in the final years of Elementary Education, relating them to the pedagogical, social, and territorial needs of municipal education. The research adopted a qualitative, exploratory, descriptive, and interpretive approach, with documentary analysis of responses recorded in a digital form applied after the 2026 Pedagogical Journey. The data were examined through thematic content analysis and triangulation among requested topics, evaluations of the pedagogical event, teachers’ suggestions, and their places of work. The results indicated demands related to learning recovery, assessment, inclusion, digital technologies, socioemotional health, adolescence, territorialized curriculum, and subject-area training. It is concluded that territorialized teacher education constitutes a relevant strategy for bringing training policy closer to the school realities of Abaetetuba.