A formação do professor de Biologia, Química e Terra-Vida-Trabalho para atuação na educação no/do campo: compreensões e reflexões acerca da abordagem do tema agrotóxico nas escolas no/do campo de Fátima do Sul e Vicentina (MS)

• Ano de defesa: 2024
• Autor(a) principal: Gotardi, Osmar Luís Nascimento
• Orientador(a): Pereira, Ademir de Souza
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Mato Grosso do Sul
• País: Brasil
• Palavras-chave em Português: Formação de Professores; Educação no/do Campo; Agrotóxicos
• Área do conhecimento CNPq: Ensino-Aprendizagem
• Link de acesso: https://repositorio.ufms.br/handle/123456789/8934

In the Brazilian basic education scenario, the aversion that students have towards studying content proposed in Science Teaching is still visible, which can be explained, in part, by the strictly traditional way in which teachers approach these contents. This context is also pertinent to schools whose curricular guidelines are guided by the principles of Rural Education, so that it becomes essential that teachers in these institutions develop pedagogical practices contextualized in favor of the real needs of rural subjects. Considering that teaching practice and training are interconnected, the objective was to understand how the transposition is outlined between what is stated in pedagogical projects and in the documents proposed for continuing teacher training, and what is narrated by Biology, Chemistry and Earth-Life-Work teachers about their pedagogical practice in rural schools in the Mato Grosso do Sul municipalities of Fátima do Sul and Vicentina, with regard to the approach to issues focused on the rural context, especially on the pesticide topic. This objective was structured in convergence with the intention of generating understandings and reflections about the line of teacher training, contributing knowledge to rural teachers and, indirectly, trying to alleviate students' aversion to studying the contents involved in Science Teaching. The research was guided, among others, by the theoretical references of Miguel Arroyo, Roseli Caldart, Mônica Molina, Paulo Freire, Kenneth Zeichner, Maurice Tardif, José Gimeno Sacristán and Hugh Lacey. Qualitative in nature, it was an incorporated single case study, having as its context the region of Fátima do Sul and Vicentina and involving three units of analysis: a school in the Fatimassulense district of Culturama and two schools in the Vincentian districts of São José and Vila Rica. Furthermore, relying on an analytical proposal guided by three dimensions: Prescribed curriculum I, in which the study of the pedagogical projects of each school was carried out; Prescribed curriculum II, in which the analysis of the documents proposed by the state education department for continuing education in those schools was presented; and Real narrated curriculum, in which reports and questionnaires applied to participating teachers were analyzed, seeking to triangulate the information here. As a methodology for information analyzing, document analysis was used to deal with the first two dimensions and Discursive Textual Analysis with regard to the third dimension mentioned above. From the analytical process, it was found that the participating teachers use a multiplicity of methodologies in their pedagogical practice, which range from textual readings to the creation and maintenance of the school garden, in which they seek to discuss with students environmental and cultural aspects that cross the rural environment. However, the lack of presentation of any more specific or differentiated methodology, in which the pesticide topic had been covered in greater detail, demonstrated that this topic is still far from the pedagogical practice of those teachers. Aspects that helped to understand the reasons for this practice include the presence, or not, of the mobilization of teaching knowledge in pedagogical practice and factors that refer to institutional working conditions and the curricular organization of the rural school. From the triangulation of information between the constituted dimensions, it was understood that the absence, in Prescribed curriculum I, of an approach involving Rural Education in the item intended to discuss the continued training of teachers, as well as the predominant absence of that approach in Prescribed curriculum II, are potentially transposed to the pedagogical practice narrated by teachers, demonstrating that the approach to the pesticide topic in the teaching of Biology, Chemistry and Earth-Life-Work enhances the teaching and learning process in rural schools of Fátima do Sul and Vicentina, it is necessary that teacher training is aligned with the principles of Rural Education.