Os docentes da escola do campo e os saberes necessários a sua prática

Abstract

Education of/in the countryside is a possibility for children and teenagers to remain in the country, so that, together with their families, they can find alternatives to improve activities and experiences of/in the countryside. It is notorious that, historically, rural education lacks educational public policies, one that actually fulfill the role of for free, unique and secular public education, based on the principles of equality, freedom and solidarity. For a long time, and even today we experience some remnants of the absence of this policy, as it is clear that the conceptions and characteristics of rural education still reveal welfare and compensatory practices, not conceiving the countryside as a space for the possibility of improving the quality of life, a place of many experiences and knowledge that must be taken into consideration in the teaching and learning process at school designed for rural education, that is, capable of articulating the lives of children and adolescents in the countryside-city relationship, without leaving the countryside, without having to migrate abruptly, and on that note, being able to connect his formative path to the issues of the community to which one belongs. In this respect, a research carries out a study in a rural school, in the city of Nova Itaberaba, west of Santa Catarina State, which, not intending to prevent its closure due to the low number of enrollments, reorganizes its curriculum, becoming a full-time countryside school, anchored in the assumptions of rural education, full-time education and in full-time, significantly increasing the number of enrollments. The research seeks to answer the following question: What knowledge is needed by teachers who work in a school of/in the country, so they can articulate rural education, integral education and full-time education? In order to comprehend the knowledge needed for teaching practice in a school that articulates rural education, integral education and full-time education. To answer this issue and achieve the proposed objective, the research was developed through a case study at Escola do Campo em Tempo Integral Bela Vista, a full-time countryside school, with a survey of theoretical framework on the subject, interviews with teachers from that school. As it is an exploratory research, the study and data analysis was based on the content analysis approach. It is expected with the accomplishment of this study and from the obtained data, it is expected to contribute not only with the researched school, but with the national policy of education in the countryside schools, integral and full-time education, as well as for the policy of formation of teachers for the countryside field, with the implementation of provisional curricula by area of knowledge and that promote the development of attitudinal knowledge, critical- contextual, specific, pedagogical, didactic-curricular, dialogic and relational knowledge ones. It is assumed that the result of the research might bring out proposals and actions to qualify the education of/in the countryside schools in the context of teacher training.