A contribuição da PEADS para a contextualização da prática pedagógica nas escolas do campo.

Abstract

This work aimed to understand the contribution of the Proposed Educational Support for Sustainable Development - Peads to contextualize the pedagogical practice in Rural Schools. We analyze the changes and limitations experienced in teaching practice from the perspective of a background of knowledge and the implications for the relationship with parents and the community. Pedagogical practice, as organized collective action and institutional practices conformed by teachers, students and epistemological (Souza, 2001, 2009) and designed in context as a practice and social space with life, its own cultural identity and shared practices, socialized by those who live and work there . It was the central analytical categories of work. The qualitative research approach in a case study perspective, our gaze directed in methodological research. The case study approach was chosen because we needed to know the unit in its complexity and its own dynamism, providing relevant information for decision making (Minayo, 2010). So we chose as the Field Research Baraunas Municipal School located in the Community the same name in the municipality of San José of Egypt in Pernambuco. Several speakers were our subjects of research: school administrators, teachers, students and parents, many also had to be our procedures and research instruments. Significant changes are observed and assigned in the statements of the subjects, as Peads contribution to the school's pedagogical practice, both in handling and dealing with content, whether in the relations between teachers, students, administrators and families, whether in school infrastructure . The challenges posed by the discontinuity of public policy in supporting this type of proposal, the lack of an initial and continuing systematic, continuous and powers assumed by the municipal government's specific proposal and overlapping projects and programs that are put to school bodies educational stand as the main limits to the strengthening and affirmation of the contextualization of Education. However, we realize an effective collective commitment to the continuation of this proposal at school, and the view that it contributes to rethink not only the school but also of its role and its relationship with the community and families.