A educação do campo em uma escola da cidade: desafios e possibilidades

• Ano de defesa: 2019
• Autor(a) principal: Psidonik, Liziane Dark de Godoy
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Fronteira Sul; Brasil; Campus Erechim; Programa de Pós-Graduação Profissional em Educação; UFFS
• Palavras-chave em Português: Educação; Escola rural; Educação popular; Formação continuada do professor; Políticas públicas
• Link de acesso: https://rd.uffs.edu.br/handle/prefix/3844

The present work presents the results of the dissertation for the stricto sensu postgraduate course, to obtain the title of Master in Education from the Federal University of Fronteira Sul campus Erechim / RS, considering the theme, “Field Education in a school in City". It was developed with elementary and high school educators from the Mário Quintana State College, located in Barão de Cotegipe / RS. Through this research, we seek to answer the challenges that educators face in order to do “fiel Education” in a public school located in an urban environment that serves students from the countryside and from the city. The proposition of this project stems from my professional and personal experience, as I am a geography educator of the researched school and I am also a daughter of small farmers, I have my origin of the field, and I felt challenged to research, to try to build collectively and to promote a education focused on the fact that today's students do not have to leave the field tomorrow, on the contrary, to see in it perspectives of liberation, emancipation and, above all, permanence and survival through the cultivation of the land. Thus, the research is very important because it brings this problem, because the students of the field are entitled to a quality education, which is not any education, but that is also an education focused on the interests of life in the countryside. The methodological approach developed was qualitative, exploratory in nature. Data were collected through semi-structured interviews with five educators representing the five areas of knowledge: Mathematics, Languages, Nature Sciences, Humanities and Religious Education. The results showed that educators point to the lack of planning, training and public policies, as the main obstacles to elaborate differentiated teaching strategies for students coming from the field. Thus, we built a proposal for continuing education that will be presented to the school's management team, to be worked with them later in three meetings, with theoretical support from Field Education. Therefore, we also consider the important role of the school in the formation of the subjects, their pedagogical proposal and their educators, from a differentiated posture, that is, a posture that helps these educators to be problematizing and reflective of their practices.