Formação de professores: desafios enfrentados pelos professores para lecionar na educação infantil nas escolas do campo

Abstract

This monograph, entitled "Teacher Training: Challenges faced by teachers in teaching Early Childhood Education in Rural Schools," aims to understand the challenges faced by teachers who teach early childhood education in rural schools. Thus, it is configured as a qualitative research, where data were collected through semi-structured interviews with four teachers who teach Early Childhood Education and initial years in two Rural Schools in the municipality of Ubaíra-BA. In this perspective, it is theoretically supported by authors in the field who focus on the mentioned research line, namely Gatti (2010), Amaral (2011), Dalben (2004), Molina; Sá (2012), Molina; Freitas (2011); Arroyo; Fernandes (1999); Souza (2008), Borges (2011), among others who contributed with studies and reflections on the present theme. Through the teachers' statements, it was possible to understand that the challenges and difficulties faced daily in the classrooms go far beyond the curriculum and the appropriate methodology for the specificities of a rural school, needing to be readjusted to the reality of the students and these schools. It is also clear the interviewees' desire for training that fulfills and respects the context and specificities of rural schools.