Abstract
The focus on Countryside Education is due to the intense actions of discussion and implementation of educational actions in this differentiated space that features varied teaching and learning potentialities. In this article, the comprehension faces the perceptions of the school community relations from the practices and knowledge of education in the countryside among teachers who work at Intermediate Education schools in the South Western region of Paraná. The research empirical materials were collected by means of semi-structured interviews developed together with teachers from schools in the field that were transcribed and analyzed through Discursive Textual Analysis. The results made it possible to organize categories that indicate the existence of difficulties in the elaboration of the planning for some teachers and effective community participation, as well as limited understanding about the location and curriculum organization. Despite the difficulties, there have been attempts, such as the organization of fairs and visits to rural properties, in addition to the comprehension of how necessary it is to develop students' daily lives issues to allow for meaningful approaches of the contents. Also, from the analyses, a greater concern emerges involving those teachers, the school and the community, which is education in the countryside with strong traces of Rural Education. Keywords: Teaching and Learning in Countryside, Daily, Teaching Training.
Highlights
The focus on Countryside Education is due to the intense actions of discussion and implementation of educational actions in this differentiated space that features varied teaching and learning potentialities
A partir de los análisis, emerge una problemática más grande que envuelve esos profesores, la escuela y la comunidad: se trata de la Educación en Escuelas Rurales con marcas fuertes de una educación rural que se vuelve al capitalismo
Para obtenção dos dados de pesquisa, realizou-se uma entrevista semiestruturada composta de doze questões, voltadas a sete aspectos, em especial: 1) formação inicial e continuada dos professores; 2) tempo de atuação no magistério com questões relacionadas diretamente a Educação do Campo (EdoC) e à organização metodológica; 3) materiais, 4) abordagens de novos conteúdos; 5) entendimentos da terminologia “contextualização”; 6) utilização das propriedades rurais no planejamento/ desenvolvimento das aulas; 7) relação da escola com a comunidade na elaboração e desenvolvimento das aulas
Summary
Compreensões voltam-se às percepções das relações entre escola e comunidade a partir de práticas e conhecimento da EdoC entre professores que atuam em escolas do Ensino Médio da região sudoeste do Paraná. A partir das análises, emerge uma problemática maior que envolve esses professores, a escola e a comunidade: trata-se da Educação do Campo com traços fortes da Educação Rural. This content is licensed under a Creative Commons attribution-type BY. As relações entre escola e comunidade na concepção de professores que atuam na Educação do Campo
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