Pedagogical resilience can be understood as a strategy that enables, in a practical and qualitative way, the adaptation of the teacher to the adverse situations that arise in his or her teaching environment, mainly in unconventional educational realities, such as those experienced by schools located on the banks of the rivers of the Amazonia. This study aimed to analyze the process of pedagogical resilience of teachers from a riverside school located in the municipality of Careiro da Várzea, State of Amazonas, considering three basic factors: teacher training, school curriculum and educational practices carried out. To conduct the research, the qualitative approach was used and data were collected through document analysis, bibliographic review and interviews with teachers and the school manager. The results show that the school curriculum has a similar structure to the curriculum of urban schools, but teachers try to adapt it to their reality, even if in a partial way. The absence of specific training was observed for the performance of teachers in riverside education and the need for a process of constant adaptation of educational practices, according to the drought and flood seasons of the Amazon River. Such needs result in curricular and planning re-elaborations, seasonal changes in class strategies and the creation of practices, in addition to the need to adapt the school environment to the lack of materials and adequate infrastructure.
Resilience; Amazon; Riverside schools