A Pedagogia histórico-crítica e a formação continuada de professores para as classes multisseriadas em escolas do campo

Abstract

This research is part of the topic “Teacher Training and the Organization of the Pedagogical Work in Rural Schools “ of the professional master of rural education at Federal University of the Bahia Reconcavo. Part of the understanding is that in a capitalist society, which is divided into classes with antagonistic interests, the role of education in school will be one if it is dedicated to the service of capital development , to the service of the ruling class and it will be another one if it positions itself in favor of the interest of the working class. Thus, considering the historical-critical pedagogy as a point of support in the struggle of the educators that crave an emancipatory education, the question arises: What are the needs, the challenges and the possibilities of this pedagogical theory for the development of the proposals of courses for the training of teachers in multiserial rural classes in the current historical moment of the Brazilian education ? Our goal is to analyze the needs, the challenges and the possibilities of the training of multiserial class teachers in rural schools based on the historical-critical pedagogy using as a reference a training experience developed in the municipality of Feira de Santana / Bahia. For this reason a course was developed for the “Continuous Training of Teachers of multiserial classes in rural schools of the Feira de Santana/Bahia municipality based on the historical-critical pedagogy“ from March to December of 2015 with the participation of twenty five teachers of the municipal public education network. During the training procedure the following topics were discussed: Multiserial classes (historical, political and pedagogical aspects), Agrarian Question and Education in the rural/countryside setting, HistoricalCritical Pedagogy and its fundamentals (philosophical, psychological and didactic-pedagogical), Historical-Cultural Psychology and Historical-Critical Pedagogy and Education in the rural area, not in a mechanical way, but seen from their contradictions. The research is of bibliographic and empirical character based on the theory of materialistic, historical and dialectical knowledge. The subjects of the research were fourteen teachers of multiple series rural classes that attended the course. Interviews were used with the goal to answer the investigate question. For the analysis, the following method categories were explored: need and possibility, being possible to organize some topics for the analysis. : a) needs: need of maximum gain of knowledge in rural schools, need of human education with political and pedagogical commitment towards the people in rural areas, need of articulation of universal awareness and knowledge; b) challenges: pedagogical time, curriculum, relationship contents-form-recipient; c) possibilities: dialectic unit between theory and practice in the educational work in multiserial classes, preparation of a specific curricular proposal for multiserial classes of the rural area based on the historical-critical pedagogy. The results of the analysis indicate the possibilities of the historical-critical pedagogy as a critical pedagogical theory that contributes to the educational work in rural schools with multiserial classes, but points out the need of a dialogue between this pedagogical theory and the rural education in teacher training in order to ensure the working class in the rural area a quality of an education that is socially referenced.