O lugar das ciências da natureza na educação dos/as camponeses/as: um estudo da Licenciatura em Educação do Campo com habilitação em Ciências da Natureza da UFRB

Abstract

This study addresses the issue of Rural Education in Higher Education, constituting a qualitative case study of the place of the natural sciences in the education of farmers, in order to investigate the design of science and nature that underlie the Teaching Sciences (EC) in the Degree in Rural Education with an emphasis on natural sciences. The research sought to meet the following specific objectives: to discuss the aims, objectives and pedagogical proposal for the EC to the principles and practices of Rural Education; and identify challenges and opportunities to think about the teaching of science in a formative perspective of an emancipatory education. In this sense, the research was developed through the articulation between different methodological procedures, such as the analysis of documents and semi-structured interviews. Our focus on "place of the natural sciences in the education of peasants" has allowed us to discuss the concepts that guide the course and revealed important aspects that made it possible to think the teaching of science in the field of education perspective. Based on the reading and analysis of documents and interviews identified the existence of some gaps regarding the curriculum of the course, particularly with regard to the theoretical foundation of the project is its support base. Students interviewed, mostly, brought a conception of science and very close nature of the theoretical framework we discuss in this study, identifying at various times the need for a proposal for teaching that follow in the opposite direction of establishing the hegemonic conception of teaching sciences. However the design of Science addressed the theoretical framework of this study is hardly present in the Pedagogical Course Project, although among some teachers and the vast majority of students interviewed, who are mostly activists from social movements, there is the understanding and the fight against the way the capital appropriates the natural assets. The results presented in this study point to the necessary reform of the pedagogical proposal of the course; contributes to a neces sary discussion within the strengthening of the principles and practices of Rural Education and opens possibilities for new studies deepen the issues initially discussed here; also brings important questions the hegemonic logic that underlies the teaching of natural sciences in the institutions, indicating a range of theoretical frameworks that work in the perspective of politicizing science.