Os campos da docência: o despertar de diálogos multidisciplinares na formação acadêmica de professores de geografia da UFCG no contexto da proposta da educação no e do campo

Abstract

Historically, countryside subjects have been silenced, invisibilized, inferiorized, and considered subaltern, as countryside and city are sometimes viewed as dichotomous, with the latter considered hierarchically superior. However, in Brazil, the peasantry is seen as unsubmissive and rebellious, organized in social movements that remain on the land or fight to return to it. In this sense, the struggle for land emerges alongside the struggle for education, and the construction of an Education in and of the Countryside project is viewed by social movements, according to the literature, as an educational model that must be permeated by the fight against expropriation, exploitation, and exclusion of these subjects. Such understanding must be part of the initial and continuing academic training of teachers, so that they know the educational project aspired by social movements and how schools and universities should implement the Countryside Education Policy together with countryside subjects. Given this, this monographic work arises from my experience as a scholarship holder in the Extension Project (PROBEX): ‘Paths and Didactic Possibilities in Paraíba’s Countryside Schools’, aimed at providing theoretical-methodological support on Education in and of the Countryside, carried out in 2024 during the initial teacher training in the Geography licentiate course at the Federal University of Campina Grande (UFCG). The Extension Project was crucial for academic training in Geography, as it encouraged readings that served as a basis for understanding the scope of the Countryside Education proposal, as well as through the sharing of experiences by teachers present in the course. Thus, this work takes shape with the initial proposal to identify the relationship between the Geography licentiate course and the Countryside Education proposal. The course aims at teacher training, enabling theoretical-methodological and conceptual knowledge of Geography, linked to pedagogical elements for professional practice. According to the PPC (2010, p. 8), the course should offer opportunities for dialogue with various agents and actors involved in regional dynamics. The general objective is to understand the field of academic training of Geography teachers at UFCG and the debates within the Geography licentiate course at UFCG in the context of Countryside Education; we start from the premise that the Geography licentiate course at UFCG’s Campina Grande Campus is characterized by a prevalence of students from rural origins and predominantly rural municipalities. Methodologically, the work involves bibliographic, field, and documentary research with a phenomenological approach, analyzing space from the perspective of subjectivity. It adopts a case study format, examining the Geography undergraduate course (licentiate mode) through questionnaires applied to 153 enrolled students to assess discussions on Countryside Education. The results highlight the fragility of debates on this theme within the course. We believe this research succeeded in bringing students’ formative experiences into academia to foster contextualized education, recognizing its potential as a tool for understanding diverse territorial realities.