Políticas públicas da educação do/no campo em duas escolas multisseriadas de São Domingos- PB.

Abstract

This work deals with public policies for education in/in the countryside in two multigrade schools in São Domingos-PB. The justification for the research is based on the contributions that the theme will provide for us to reflect on the role of policies in the training of teachers who work in the field and how this implies in the educational process and, above all, in the enhancement of the teaching career and pedagogical practice. The research problem is: What is the contribution of educational public policies to the training of rural teachers in two multigrade schools in the city of São Domingos -PB? In this sense, the general objective is to: analyze the contribution of educational public policies to teacher training in rural education in two multigrade schools in the city of São Domingos-PB, therefore, the specific objectives for the study were: Identify the main public policy contributions to teacher education in rural education; understand the understanding of teachers about the quality of teaching related to public policies for teacher training in the field: Reflect on the importance of public policies aimed at education in the field in the schools investigated, in the classroom and remote teaching period. The theoretical contributions are based on: Arroyo (2007) and (2004), Caldart (2004) and (2012), Molina (2010) among others. Therefore, the methodology had a qualitative approach through a questionnaire, applied as a data collection instrument, to 04 teachers who work in two multigrade schools in the rural area of ​​the city of São Domingos-PB. Data analysis was based on studies by Bardin (2016), taking into account the contextualization of the two locus of research, and the responses of teachers to the questionnaire. As a result, we highlight the importance of investments and maintenance of public policies for rural education, considering the advances already achieved, but also the new challenges currently posed by remote education. Teachers participating in the research recognize the importance of training teachers to act and perform their teaching function efficiently, providing in fact teaching and learning considering the specificities and social context in which schools are inserted.