Real School Research Articles

The Reality of Middle School (Intermediate) Female Students in Saudi Arabia and the Practice of 21st-Century Skills: Teachers’ Perspective

The skills that were considered necessary for success in the 21st century included the ability to improve social and intellectual abilities such as communication, cooperation, critical thinking, and problem-solving, as well as creativity and innovation. It also contains methods of working, interacting, cooperating, and working in teams so that they can encourage and support skills relevant to the 21st century, such as literacy, information technology, and digital networks. Thus, this study aims to know the reality of middle school (intermediate) pupils in the Kingdom of Saudi Arabia about putting the skills of the 21st century into practice. The researcher employed the descriptive survey approach in her work, and the study tool (questionnaire) was used on a random sample composed of middle school (intermediate) teachers (female) in the Al-Qassim region. The following are some of the major results of the study: The use of technology by the middle school (intermediate) female students efficiently and effectively garnered a high response rate from the study participants. However, the intermediate students’ skills in information, media and technology culture, health and safety skills, and self-leadership put into practice earned an average response rate from the study participants. There were statistically significant differences in the study, which favored higher education qualifications and the attendance of training courses relevant to the “skills of the 21st century,” with no statistically significant differences for the more years of experience. The study advised that material and moral motivation tactics should be utilized as it is of essential relevance and required for the leaders of schools to urge them on new leadership practices.

Opinions of Pre-service English Teachers on Distance Practicum in the Covid-19 period: An example from Turkey

Within the context of distant practicum procedures implemented during the coronavirus (COVID-19) period, the aim of this study is to highlight the experiences and views of pre-service English teachers on e-practicum. The study also examines whether pre-service teachers’ experiences contrasted with what they expected from the standard practicum procedures. The participants of the study included 20 fourth-year prospective English teachers studying at a Turkish university. Data were collected through standardized open-ended interview questions and content analysis was used to categorize the responses. The findings of this study in general show that teaching practicum is a significant part of teacher education programs as pre-service teachers believe that it particularly supports gaining teaching experience in a real school environment. However, the outbreak of the COVID-19 pandemic has led teaching practicum to be sustained as a part of distance education which has caused certain drawbacks especially in terms of lacking face-to face teaching experience. Findings revealed that distant practicum during the COVID-19 had more negative sides for the participants than positive ones. Participants expressed their demands for e-practicum regulations that address all aspects of the teaching profession and give them the opportunity to put theory into practice.

ACTIVE METHODOLOGIES IN GEOGRAPHY TEACHING: POSSIBLITIES IN PUBLIC SCHOOLS IN RURAL AREAS, PIAUÍ/PI

Public schools in rural areas belong to a reality far removed from the others, and when looking for new ways to teach the discipline of Geography, the teacher encounters difficulties. Thinking about this issue, the main objective of this work is to use simple and low-cost resources that may contribute to the teaching-learning process of Geography in these schools. Having as justification the need to think about the use of cheap recreational resources or without any expense in the teaching-learning process, given the difficulty of having access to expensive materials or those that require advanced technology. This work was carried out in stages from an approach through action research, a bibliographical survey was carried out; studies with the textbook, realization of didactic sequences, elaboration of instruments and systematization of data on active methodologies. The main results demonstrated the various possibilities for the use of active
 methodologies in teaching geography in schools in the rural area of any municipality, mainly with the use of didactic resources existing in the school reality itself, that is, teachers and students. It is concluded that schools in rural areas lack infrastructure, but this is not an obstacle for the Geography teacher to be able to study Active Methodologies with his/her students; on the contrary, in any school environment it is possible for the student to be able to learn using various resources, what really has to be done is the adaptation to reality, so that there is no difficulty in its application, that is, despite real problems it is possible to use accessible teaching resources, what really needs to be done is the adaptation to the reality in which the institution and students belong.

Virtual Reality in Schools

Dieser Beitrag präsentiert und diskutiert die Ergebnisse aus vier interdisziplinären Ratingkonferenzen, in denen Schüler:innen, Lehrpersonen und Expert:innen aus Entwicklung Medienpädagogik und Wissenschaft Bedenken und Potenziale des schulischen Einsatzes von Virtual Reality (VR) diskutieren. VR ist, obwohl zunehmend als Bildungstechnologie anerkannt, in der Schule noch nicht grundständig angekommen. Anhand der inhaltlich strukturierenden qualitativen Inhaltsanalyse nach Kuckartz und induktiver Kategorienermittlung werden aus den Daten vier Hauptkategorien abgeleitet. Es fehlt laut den Akteur:innen an technischer Ausstattung sowie Erfahrungen, Ideen und erprobten Konzepten für den schulischen Unterricht. Einem Mehraufwand steht ein schwer einzuschätzender Mehrwert entgegen. Gleichzeitig attestieren die Teilnehmenden VR-gestützten Lernumgebungen eine Vielzahl an Potenzialen wie immersives Lernen, barrierefreie Zugänge und Möglichkeiten für eine differenzierte Unterrichtsgestaltung. Der Beitrag zeigt auch, dass weder der wissenschaftliche Diskurs noch die teilnehmenden Akteur:innen bisher konkrete Aspekte eines verkörperten Lernens in, mit und durch VR (Extended Embodied Education) beachten. Eine Zusammenarbeit der im Schulkontext beteiligten Akteur:innen ist im Sinne einer Netzwerkarbeit zur Implementierung von VR in der Schule erstrebenswert.

Awareness of Primary School Teachers on Authentic Assessment’s Tasks in Teaching Maths in the Direction of Competence Development for Primary School Students – Case Study in Binh Duong Province of Vietnam

The authentic assessment is a form of assessment researched and applied by several countries into the education reality of primary schools. However, this assessment form has not been really paid much attention to and applied into teaching subjects in primary schools in general and into teaching mathematics in particular. This article presents the researching findings of awareness reality of teachers on authentic assessment’s tasks; one of factors creates the specific characteristics of authentic assessment in several primary schools in Binh Duong. Through analyzing the results of questionnaires and interviews of several primary teachers in Binh Duong Province of Vietnam, we can see that most teachers have not really understood about authentic assessment’s tasks and have not designed the authentic assessment’s tasks. This is one of foundations to propose several methods for applying the authentic assessment into teaching Maths in the direction of competence development for primary school students.

ОСОБЕННОСТИ ФОРМИРОВАНИЯ ПЕДАГОГИЧЕСКОГО КОЛЛЕКТИВА «ГИМНАЗИИ И РЕАЛЬНОГО УЧИЛИЩА Я. Г. ГУРЕВИЧА»

Introduction. This article is dedicated to research in the history of Ya.G. Gurevich Gymnasium and Real School; it shows the process of development of the gymnasium’s teaching staff and highlights the main stages and peculiarities of the staff’s formation. The biographies of V.V. Musselius and N.I. Wulf have been recreated through the analysis of an extensive bulk of archival documents. For the first time, information about the pedagogical activity of A.K. Jungmeister at Ya.G. Gurevich private school has been introduced into scientific discourse. Materials and Methods. The method of source studies allowed us to drastically expand the factual base of knowledge about the history of Ya.G. Gurevich Gymnasium and Real School and recreate the process of teaching staff formation during the period of 1883–1917. Results. The study demonstrates the personal contribution of Ya.G. and Ya.Ya. Gurevich to the formation of the teaching staff of the educational institution, gives an idea of the teachers’ composition and its changes through the years, shows the significance of N.I. Wulf and V.V. Musselius work. The article describes pedagogical activities of famous philologists I.F. Annensky, S.L. Ptashytsky, and P.I. Weinberg. The article highlights such principles of personnel policy of Ya.G. and Y.Y. Gurevich as recruitment of professional teachers; team-building by common pedagogical approaches and concept; collegial school management of the school through pedagogical councils; moral and material encouragement of the best teachers; meticulous nurturing of their own teaching staff. Conclusion. In the course of the work, four stages of teaching staff formation of the Gurevich gymnasium were identified as well as a number of its traits were revealed: professionalism, multigenerationalism, polyethnicity.

В.А. СУХОМЛИНСКИЙ О ВОЗРАСТНОМ СТАНОВЛЕНИИ ЦЕННОСТНЫХ ОРИЕНТИРОВ ШКОЛЬНИКОВ. ЛОГИКА, МЕХАНИЗМЫ, ТЕХНОЛОГИИ

The rich pedagogical heritage of V.A. Sukhomlinsky by virtue of its depth and uniqueness makes it possible to identify the axiological constants of pedagogy, relevant at each stage of society development. The purpose of this article is to reveal the logic of formation of value orientations of schoolchildren in the age aspect on the basis of V.A. Sukhomlinsky’s work experience as a teacher and director of Pavlyshskaya secondary school. To achieve this goal, the article addresses the following tasks: an attempt is made to identify those parts of V.A. Sukhomlinsky’s heritage that reflect the regularities of age and value development of schoolchildren; synthesis on their basis of the age logic of the formation of value orientations; filling the values realized in the pedagogical process by V.A. Sukhomlinsky with the content relevant for modern schoolchildren. In V.A. Sukhomlinsky’s pedagogical system it is possible to distinguish a special line of development of a schoolchild’s personality — age-specific features of the formation of his value orientations, which determine the subsequent life of a person: his future choices, successes and failures. The strength of V.A. Sukhomlinsky’s axiological ideas lies in building a system of school work on basic universal values, including the universal triad: Truth — Goodness — Beauty. Having proclaimed and realized first in the experience of his school and then in the pedagogical theory the cult of Book, Knowledge, Beauty, — he actually created a basic classification of values-objectives in pedagogy. According to the authors, this hierarchy of values of an adult can be relevant today, if we fill these values with actual content within the pedagogical process. The changed realities of the first third of the XXI century require the rejection of formal analysis of Sukhomlinsky’s heritage, since extrapolation of the great pedagogue’s ideas to the realities of the modern school in an unchanged form has become impossible. Gamification, neural networks and avalanche-like flow of information, which modern schoolchildren face, require adaptation of the great teacher’s ideas and change of approach to education, departure from value neutrality.

Wspomnienia polskiej uczennicy zesłanej w okresie powojennym na Syberię w perspektywie dokumentów

Background: The article aims to present the fate of children sent with their families to the Soviet Union in the post-war years, preserved in the memory and private collections of Janina Góral (de domo Nesterowicz). The interview touches on such topics as Soviet crimes, conditions in Siberia, the denationalization of Polish children, the struggle against religion, rape – including an example of a mass rape whose victims and perpetrator are still alive – and attempts to cope with inhuman realities. The collected materials also describe the reality of Soviet school, daily and family life of exiled Poles in Siberia. Objectives: Initially, the recording of Janina Góral’s testimony by a team of volunteers from the group Niezapomniani – Inicjatywa Brzeskiej Młodzieży Patriotycznej within the framework of the Kotwica Pokoleń project was aimed at popularizing the history of Brzeg witnesses to history. With the deepening of the research, it became a priority to compile the collected materials into one coherent narrative, which will help answer the question about the course of the deportation of the person reporting and the brutal reality she faced at that time in school and beyond. Methods: The main tool used in the research is oral history, recorded as part of the Kotwica Pokoleń project. The primary source critique was done on the basis of sources, from the private collections of the person who gave his account. These included school certificates, personnel files, schoolgirl characteristics, and documents related to the repatriation, delivery duty and work of Michal Nesterowicz, Janina’s father. Criticism was also extended to Russian and Polish literature related to the issue under study. Results: With the help of the research, the exact history of Janina Góral’s education from grades 4 to 9 was determined, the overwhelming majority of which took place in Siberia near the town of Zima. In addition to determining the living conditions and the course of the deportation, attention was paid to the various forms of oppression and dangers faced by Polish children. Conclusions: The research showed the inconsistency of Janina Góral’s account with the documentation. They also revealed the communist school system in Siberia in light of the experiences of the Polish schoolgirl, and expanded knowledge of life in forced settlements in the Soviet Union in the Irkutsk region. In addition, they revealed the crime of gang rape that occurred against two exiled Polish women and a Ukrainian woman. They also demonstrated the value of combining research conducted by the oral history method with private collections. In addition, they draw attention to the trauma that war and captivity leave in a person.

Segregation on the Sound: Healing Racial Injustice in Fairfield County through Real School Integration

Segregation on the Sound: Healing Racial Injustice in Fairfield County through Real School Integration

Indicating Classroom Observation Protocols in PBL Studies

This paper investigates whether the classroom observation protocol can be adopted in PBL studies, to explore the appropriate instruments for further observation-based studies in PBL obtain. By systematically searching and concluding previous literature, the observation protocols are given special focus, leading to the main results of this review:1) There is one formal observation tool developed for PBL settings in the area of STEM (science, technology, engineering and mathematics) education; 2) Apart from the only PBL-aimed protocol, there are other studies using tools specially designed to demonstrate teachers’ behavior and students’ engagement in real school settings; 3) Classroom observation could offer practical evidence for further exploration in a study using a mixed methodology, but formal observation tools should be adopted in these studies. In PBL studies, classroom observation could be an innovative method for further research, and more observation protocols are encouraged to be adopted or developed in the PBL obtain.

From the History of Creation and Activity of the Ukrainian Camp Organizations in Wetzlar, Germany (1917 — early 1918)

The article reproduces the history of the creation and activity of several camp organizations in Wetzlar (Germany) during 1917 — the first months of 1918. Each of them (“Volya”, “I. Mazepa Association of Senior Barracks”, “Ukrainian Art”, “Farmer”, “Relief and Distribution Committee”) contributed to the process of social and national awareness of Ukrainian prisoners, primarily thanks to their involvement in the life of the general camp community. Having received primary education in the camp school, its students preferred to expand their knowledge, gained experience in community work, learned new standards of collegial solutions to their urgent problems in the camp dimension. In turn, this created a basis for the formation of their political worldview, which was characterized by a distinct Ukrainian centrism. Camp societies created for their members all opportunities for their own self-realization — in accordance with the natural or acquired inclinations of prisoners, helping them successfully overcome all the hardships of camp life. Community work became a real school of personal development for many camp inmates, instilling in them the foundations of democratic values and instilling in some of the prisoners a willingness to take up arms and defend the newly created Ukrainian People’s Republic in a duel with Bolshevik Moscow.

Vladimir Germanovich Shtefko

The article is devoted to the life and creative path of the famous Russian phthisiopathologist, biologist, anatomist and anthropologist, scientist, talented educator and organizer, patriarch of the national school of phthisiopathology, Doctor of Medical Sciences, Professor Vladimir Germanovich Shtefko (1893–1945), who was born in Moscow in the family of an employee. After graduating from the Moscow Real School, he entered the Medical and Physics and Mathematics Faculties of the Imperial Moscow University. In 1911, the pulmonary tuberculosis was diagnosed, which accompanies him throughout his life and for which he is being treated in Switzerland, where he continues his studies at the University of Lausanne. After returning to Russia, he graduated with honors from these two faculties in 1916 and devoted himself to devotion to science. The scientific interests of V. G. Shtefko and his students were primarily tuberculosis issues. He is the author of about 300 scientific papers, including 24 monographs. V. G. Shtefko was the founder of the Moscow school of phthisiopathologists, as well as comparative anatomical and age-morphological directions in medical research. He established the phenomenon of dyschronic development of intraorgan structures and concluded that the cultural races of humanity, such as Europeans have a more complex protein molecule structure than lower races. In fact, he refuted the well-known postulate that all people are brothers. Moreover, in 1929, scientists led by V. G. Shtefko developed a classification of five normal types of the human constitution (asthenoid, digestive, thoracic, muscular, abdominal, as well as mixed types), which was the reason for his political persecution, and therefore in 1938 the work had to be stopped, nevertheless, this did not stop the anger of his detractors and on October 3, 1945 in Moscow, V. G. Shtefko committed suicide at the age of 52.

NOVOS TEMPOS, NOVAS PERSPECTIVAS: RESSIGNIFICANDO A ESCRITA REFLEXIVA NA FORMAÇÃO INICIAL DE PROFESSORES NA CONSTRUÇÃO DO LETRAMENTO DIDÁTICO-DIGITAL

ABSTRACT: Our work aims to analyze the processes of (trans) formation of future Portuguese language teachers in the Languages course for didactic-digital literacy practices from reflective writing in critical reviews. Situated in the interdisciplinary field of Applied Linguistics, we developed a set of literacy events at, for, and about the teaching workplace during a Didactic Multiliteracies Program, which enabled the engagement of future teachers in collaborative didactic projects in real school contexts. The results revealed that didactic-digital literacy can be constructed from the representations of teaching being and acting, oriented to how these subjects signify, project, and operate reflective writing in the teaching and learning practices of the Brazilian mother tongue for the didactic multiliteracy materials. We argue that these practices can collaborate in the responsive and responsible uses of writing in formative contexts of (future) teachers.

LIFE AND SCIENTIFIC AND PEDAGOGICAL ACTIVITIES OF I. M. YEREMEIEV (1887 – 1957)

The article is devoted to the study of the biography and scientific and pedagogical activities of the scientist, breeder of the world-famous variety of Ukrainka winter wheat, and teacher, professor Ivan Maksymovych Yeremeiev. Ivan Maksymovych was born on January 7, 1887, in Romny, Poltava governorate. We analyzed the main stages of the scientist's life and career based on archival sources and scientific publications. He received his primary education at the Kursk Real School, and in 1904 entered the Kharkiv Institute of Technology, Faculty of Chemistry. However, due to his involvement in revolutionary activities, in 1907 he was forced to emigrate to France. The future breeder received higher education at the Agronomic Institute of Nancy. It was there that he began his scientific work under the influence of outstanding scientists, studying the latest views and methods of agronomic science. After returning to the Russian Empire in 1915, I.M. Yeremeiev worked for some time at the Ivanovo breeding and research station in Okhtyrka, and from 1917 to 1939 at the Myronivska experimental breeding station in Kyiv governorate. During this period the team of breeders, including Ivan Maksymovych, developed the world-famous variety of winter wheat «Ukrainka 0246». In the 30s, the scientist switched over to work at the All-Union Research Institute of Sugar Industry, where, along with breeding, he was engaged in scientific and pedagogical activities. And in 1936 he was awarded the degree of Doctor of Agricultural Sciences. In the 40s Ivan Maksymovych worked as the head of the Northern Dvina breeding station of the Arkhangelsk region. From 1951 until the end of his life he lectured at the Uman Agricultural Institute. This study also focuses on some aspects of his personal life. In 1917 he married a student of Kyiv Polytechnic University Oleksandra Heorhiivna Vlaikova. They had two children.

Israil PERELMAN: the shore of his life, or the distance of youth lived (to the 130th of birthday)

For Professor Israil Moiseevich Perelman (1892-1954) the events of the second half of 1951 unfolded tragically. The release from the head of the department of general surgery and the appointment to the post of head of the department of topographic anatomy with operative surgery of the Yaroslavl Medical Institute deprived him of the opportunity to practice practical surgery. Such objections were not accepted, and I.M. Perelman was fired from the institute as not starting work. In the spring of 1952, the disgraced professor returned to Belarus. Having visited Minsk and found himself on the banks of the post-war Svisloch, he poignantly felt the atmosphere of Lyakhovka half a century ago. Memory brought him back to the summer of 1905, when he became a student of the Minsk real school a storehouse of knowledge for those who, following the results of their studies, were willingly enrolled in metropolitan universities. Talented teachers took an active part in shaping the personality of Israil Perelman, including Samoilo I.I., Gurvich O.Ya., Pionier L.O., Skokanek A.I. The period of adolescence was also enriched by the first charm of the soul, when Israil experienced sympathy for the one who became the secret of ardent feelings. Their reciprocity turned out to be fragile, short-lived and irretrievably gone into the distant past. In a real school, fate brought the young man to O.L. Lunts, who served here as a staff doctor. As an experienced clinician and an outstanding public figure, the doctor shared his life experience. His stories strengthened the desire to engage in healing and instilled faith in the correctness of the choice of the future profession. The logical result of seven years of study in a real school was the receipt of a certificate of complete secondary education, bringing Israil Perelman one step closer to achieving his main dream to be a doctor.

Local Wisdom Bâburughân Beccè' in Madurese Proverb to Maintain Local Content Learning in Islamic Boarding School

Madurese proverb is one of the traditional expression of Madurese ethnic which contains various bâburughân beccè' or advice which contains values. One of the highest values ​​held by the Madurese community is religious values ​​which are based on the strength of belief in Islam. The expression that still remains a strength in maintaining Madurese local wisdom is the existence of the application of religious values ​​contained in Madurese proverb. The identity of the attitude of the Madurese community is embedded in traditional expressions, namely in proverbs that become advice in every mindset and philosophical attitude of the Madurese community. The purpose of this study is to describe the form of bâburughân beccè' in Madurese proverbs in order to maintain Madurese local wisdom in social reality in Islamic boarding schools. This study uses a qualitative approach with a phenomenological type of research. Sources of data in this study consisted of kyai, lora, and students in one Islamic boarding school in Pamekasan Regency. The results showed that there was a form of bâburughân beccè' or advice in Madurese proverbs which were expressed in the form of religious values, character education, and socio-cultural values. So it can be said that nature, objects, and the surrounding environment shape the attitude and character of the religious Madurese community.

Parental Involvement in Schools: A Multi-site Study at Kuin Utara 4 and Sungai Jingah 4 Elementary Schools in Banjarmasin

This research was derived from the reality of public schools, where the majority of students coming from low-income and lower-middle-family backgrounds. However, they could manage parental involvement so that they are actively involved in various school programs. Thus, the focus of this research included: (1) planning for parental involvement in schools; (2) the implementation of parental involvement in schools; (3) evaluation of parental involvement in schools; and (4) obstacles encountered in parental involvement in schools. The researchers used a qualitative type of multi-site study. The data were collected through participant observation techniques, in-depth interviews, and documentation. The data analysis techniques used were individual data analysis techniques and cross-case analysis. Meanwhile, the validity of the data was checked by means of internal validation, external validation, reliability, and objectivity. The results of this study showed that: (1) participation planning was carried out at the beginning of the school year involving parents, principals, and teachers with funding sources for participation planning activities from infaq and dues with the stipulated period for one year; (2) the implementation of parental involvement includes participation in incidental, daily, weekly, monthly, semester, and yearly activities; (3) evaluation of parental involvement involving committees, principals, and teachers; (4) obstacles to parental involvement in schools included the assumption that schools are free, lack of support for the development of children's talent interests, the resolution process involves principals, teachers, committee administrators, overcome by approaching, providing understanding, and socialization. From the results of this study, it was concluded that the school has developed parental involvement in various school programs. It is especially advisable for principals to embrace and trust parents to be involved in the planning, implementation, evaluation, and resolution stages of obstacles. Thus, parents will feel more needed by the school and contribute their abilities in helping to improve the quality of education in schools both in the short and long term.

АРХІТЕКТУРА БУДІВЕЛЬ ЛЬВІВСЬКОЇ ПОЛІТЕХНІКИ У ПЕРШИЙ ПЕРІОД ФУНКЦІОНУВАННЯ ДО 1877 Р.: АДАПТАЦІЯ КАМ’ЯНИЦЬ ТА НОВІ ПРОЄКТИ У ЦЕНТРІ МІСТА

АРХІТЕКТУРА БУДІВЕЛЬ ЛЬВІВСЬКОЇ ПОЛІТЕХНІКИ У ПЕРШИЙ ПЕРІОД ФУНКЦІОНУВАННЯ ДО 1877 Р.: АДАПТАЦІЯ КАМ’ЯНИЦЬ ТА НОВІ ПРОЄКТИ У ЦЕНТРІ МІСТА

La sémiologie à l’école de Genève

The term semiology is unanimously attributed to Ferdinand de Saussure. Conceived as an autonomous field of research, semiology is presented as deriving directly from his lectures. Nevertheless, it is not seen as a field of research which has led to the creation of a real school (such as the School of Paris), nor to the instituting of a specific object of analysis. However, a semiological “legacy” stemming from Saussure’s proposals has consolidated. Protagonists of this legacy are Éric Buyssens, Luís J. Prieto, Georges Mounin, and Jeanne Martinet. To understand how their different semiological projects relate to one another, we must go back to the sources. That the definition of “semiology” presented in the Cours de linguistique générale developed across different phases of Saussure’s thought can be seen in the various senses in which it is used. This article examines the meanings which “semiology” has for Saussure and for those scholars who subsequently took it up.

Exploring educators’ perception of issues involving Planetary Health: A qualitative study in the Brazilian Amazon

Background: Planetary Health is a transdisciplinary area that needs to be part of the curriculum of students at all levels of education, starting from basic education with early childhood education. The present work aims to discuss the perceptions of basic education teachers from a riverside school on Planetary Health issues, in addition to knowing the environmental context of communities and/or riverside schools in the Brazilian State of Amazonas. Methods: The data collection was done through semi-structured interviews with rural education teachers from the south of the state of Amazonas. For the data analysis, we opted for the content analysis (Bardin, 2009) with the support of the N-Vivo software - version 1.5. Results: The results indicated the main environmental problems related to anthropogenic actions in the community and school, in which the following questions stood out: garbage disposal in the river, mineral extraction, lack of basic sanitation, and the predominance of ultra-processed foods in school meals. On the other hand, teachers pointed out the great potential of rural schools to promote the consciousness of children and adolescents on Planetary Health themes. Conclusion: Primary school teachers in rural Amazonia are in contact with a rich source for the creation of teaching materials on PH for students, in view of the importance of the inclusion of PH themes in the formative trajectory of children and adolescents in the basic education curriculum. These experiences provide knowledge about the reality of riverside schools, local traditional issues, environmental sustainability, and the changes occurring in ecosystems, especially in the Amazon.