Licenciatura em Educação do Campo: elementos estruturantes de cursos que integram as ciências da natureza e a matemática.

Abstract

The article focuses on identifying structuring elements of Degree courses in Field Education (LEdoC) based on the pedagogical projects of courses (PPC) that integrate Natural Sciences and Mathematics. For this, it is anchored in studies on Field Education and, in particular, the principles and foundations of LEdoC as a public policy for teacher education to work, primarily, in rural schools. This is a documentary analysis, whose corpus is constituted by the PPC of five courses implemented in public universities in different Brazilian regions and analyzed in the light of the following categories: educational alternation, integrative education, and emancipatory education. The analyzed data show that even having the same baseline, the proposals of the courses have different objectives and organization of the curricular matrices, results that are in full consonance with the Field Education principles, which advocate an education that meets the specificities of each territory. Characteristics of alternating, integrative, and emancipatory education are found, to a greater or lesser extent, in the five proposals analyzed, and they constitute founding principles, in a prescriptive way, of the courses that integrate Natural Sciences and Mathematics.