Prática docente nas escolas rurais de Cajati/SP: limites e possibilidades na construção da identidade com a educação do campo

Abstract

This research is in the Research Line I: Teacher Education and Professionalization of the Post - graduate programs - Master of Education at the Catholic University of Santos (UNISANTOS), which investigates teacher training, focusing on the practical knowledge and in research as constituting the formative process. Thus, this research is through the field research in rural schools of the municipality of Cajati, in the state of São Paulo and discusses the construction of the teaching practice of teachers working in rural schools in this municipality, considering the limits and opportunities faced to meet the specificities of Field Education. The research problem begs the question: how teachers in rural schools of Cajati/SP build their practice? The study is qualitative in nature, the data was collected through participant observation, questionnaires, interviews and documentary data were analyzed according to Bardin (2011) and interpreted according to the triangulation proposed by Minayo (2012). The theoretical researchers involve treating rural education and teaching practice, either from the proposed pedagogy itself the Movement of Landless Rural Workers - MST, as well as in the sense of teaching for the political and social transformation of human formation of subject to which it is intended. As a result, the survey found that still there are many limits faced by the subjects to build a practice teacher who identifies with the proposal from the education field. The results indicated that there is a need for the implementation of a policy proposal pedagogical system local educational searched for an adjustment to the current legislation on the guidelines related to the organization and infrastructure of schools in rural communities. The survey also found that the teaching practice of the subjects studied is wheteher the knowledge of the initial training, the common sense knowledge and effort to meet affective needs and tailor the few features that are not always offered on equal terms with the reality of urban schools their students. This indicates the need to invest in continuing education with a focus on fundamental knowledge to the practice of rural education: autonomy and ethical-political awareness, aiming at political and social transformation of rural subjects from the perspective of a society increasingly fair, dignified and inclusive.