FORMAÇÃO INICIAL DE PROFESSORES DA EDUCAÇÃO DO CAMPO: Um Estudo de Caso

Abstract

The present work discusses the context of countryside education, seeking a reflection on the education of the teacher who works in the rural area, bringing the main challenges faced by these educators and the vision of each one regarding the training they had to teach in the countryside. This understanding was based on bibliographic materials and through field research, elaborated in a school located in the rural area near the city of Luziânia - GO. According to this theme, a theoretical basis is presented to understand the historical context of teacher`s education in Brazil, where in 1827 the “escola de primeiras letras” was formed, established by the Law of schools, determining that teachers must be trained to work in capitals of the Brazilian Provinces, but the training of educators only started in the nineteenth century, finally focusing in this professional area. We also talk about the legislation of education in rural areas, showing the main documents that propose rights for those schools, among them we have LDBEN Lei 9.394/96 that deals with the training of teachers of basic education, and in its art.28 shows the proposal of basic education for the rural population, we also present Decree No. 7.352, which points out the policy of education in rural areas and the National Education Program in the Agrarian Reform. This Decree also presents, in the course of the document, every aspect that characterizes the countryside and the obligations in the education of its population. The second chapter briefly addresses the difference between rural education and countryside education; Freire, Paulo thoughts and contributions regarding countryside education; impacts that the pandemic (COVID 19) caused on education the methodological procedures used for the preparation of the research. Finally, the third chapter presents the context, description, and analysis of the field research, followed by final considerations. Where we emphasize the need to think more about the education of the educator, in all aspects and context, as there I still a remarkable need for training directed to the educator in the field, be it in initial training or continuing education.