The training of pedagogues at the Universidade Federal de Rondônia and their preparation to work from the perspective of rural and in-clusive education

Abstract

In this article, we present an analysis of the Pedagogical Political Projects of the Pedagogy Degree Courses (PPCs) offered on the campuses of the Federal University of Rondônia (UNIR), focusing on the teacher training of the pedagogue from the perspective of Rural Education. The research is based on the assumption that, according to the 1988 Federal Constitution, everyone has the right to education, which implies the need for adequate teacher training to meet this demand, considering their socio-historical, economic, geographic and cultural singularities. Therefore, the general objective of this article is to analyze the offer of subjects that contribute to the training of professional Pedagogues, within the perspective of Rural Education that includes rural populations. The research uses bibliographic and documentary methods, with a qualitative approach, following the guidelines of Gil (2008) and Stake (2001). The PPCs of the six UNIR campuses were analyzed: Ariquemes, Guajará-Mirim, Ji-Paraná, Porto Velho, Rolim de Moura and Vilhena, which offer the degree course in Pedagogy, using the data available on the page of each course/campus. The results obtained in general, the UNIR campuses include in their curricula subjects referring to one or more groups that make up the rural populations, but they do not offer pedagogical practice subjects with an emphasis on Rural Education.