Escolas do interior do Município de Cerro Largo: uma análise de seus projetos político-pedagógicos e práticas pedagógicas

Abstract

The main goal of this research was analyze the convergence among the Pedagogical Policies Project and the pedagogical practices of two municipal schools in the countryside of Cerro Largo, in light of Field Education, in a way to contribute to the local development. The research was realized in a Municipal Elementary School Dom Pedro II, located in Santo Antônio Village and in the Municipal Elementary School São Franciso, located in São Francisco Village. To achieve the proposed objectives, firts it was realized a bibliographic review, with the purpose of investigating the literature on the subject and base the historical rescue of the Field Education trajectory, as well as to undersatnd the contribution to the social development in the countryside as public policies. The second step was to analyze which propose the Pedagogical Policies Project of the schools. The third step was to know the schools and make practical pedagogical observations, as well as to talk with teachers and students, in a way to know them better. This stage helped in the comprehension of the teacher’s evidence in the posterior step, the focal groups. The focal groups were realized only with the teachers, apart in two groups, each one in its school. The fifth step was trhough a semi scrutured interview, individual and arranged, with two gestors of the school and with the municipal educational coordinator, always considerating the data collected in the previous stages and the ones which needed more explanation and comprehension in other ambit. Such as metodological proceeding was used a qualitative approaching with stamp interpretative, as study case, with narrative design, ethnographic of tranversal cut, by the fact of its design to be observational, and not experimental, with data collection and sampling which made themselves through analyzes, participant observation and semiscrutured interviews of the subject in its natural habitat, without interventionof the researcher, observing the pedagogical practices, school routine and analyzing the pedagogical policies project. The result, in replay to the problem question, is that the school Pedagogical Policies Project, and like their pedagogical practices, do not meet the goals of Field Education, because both tend to an urban-centric practice. However, with this study verified that, even in an indirect form, the schools contribute to the local development, once that them act through their philosophy of teaching, with the integral and critical formation of the subjects.