O trabalho docente na Educação do Campo: desafios e possibilidades.

Abstract

The present work aims at analyzing the process of teaching in schools of the field and the challenges and possibilities for reflecting on the difficulties encountered from the characterization of pedagogical structures as a basis for teaching in schools in the field emphasizing the field still teacher training in relation to the theoretical and institutional support they receive for their educational activities. For both rose the possibilities of pedagogical organization of the field school. Whereas education field came constituting over time in intention to exclude the ideas of a rural education based on urban welfare is that the present study sought to investigate how the teaching takes place in front of the Field Education opportunities for organization educational school field? A literature search, in which we reviewed the main theoretical concepts, was developed some laws aimed at the education field, we opted for a field survey of a descriptive qualitative approach was also used in this research study participant with a view to my participation, involvement and approach to the field of research allowing for a more qualified analysis of the results. Referring to research instruments for data collection, we used a semistructured interview. The data collected on the theoretical framework provided the basis for the plan of analysis and reflection on the results obtained. Regarding the results, the survey revealed that teachers have difficulties in the development of pedagogical practice, in view of the lack of specific knowledge, arising out of undergraduate courses, to give the organization of the field school, which among other factors, is due to lack of training as continuing education, the precariousness of schools in building infrastructure, the lack of pedagogical support, disinterest on the part of municipal officials and the secretary of Education itself. However it was salutary in the answers of respondents perceive the concern of these teachers with education looking to improve their teaching practices and believe education field should be valued in respect to the people living in the countryside who are subjects of equal rights and duties. However, it was also unveiled that teachers are aware that their practices need to improve and that it must mobilize so that the possibilities of promoting education in the field and can happen to promoting improvement in the quality of life of those who live there, through the partnership between municipal leaders, universities, schools, educators and communities.