A formação de professores na Educação do Campo: uma reflexão a partir do processo formativo na Escola Núcleo Seráfico Palha do Amaral

Abstract

This study aims to investigate the philosophical and pedagogical foundations of the process of continuing education of teachers of the School Core Seraphic Amaral straw, analyzing in as these contributed to the qualification of educational practices that can cause changes in the educational organization of the school and the community. In theoretical deepen conceptions of rural education, rural education, teacher training and other; the methodological approach we try to approach the dialectical method for facilitating know concretely the reality of the phenomenon studied, establishing a critical view of the facts, a contextualization and a deepening to reach the problem of roots, with the information building techniques the semiestruturas interviews, questionnaires and document analysis. The subjects involved were the teachers, the pedagogical coordination and community leaders, with the other sources, the reports prepared by teachers, the political-pedagogical project, the didactic project, the training matrix and the guidelines of training meetings held with teachers . The work was guided by a critical pedagogy, seeking dialogue with the ideas defended by CALDART (2004), DUARTE (2010), Frigotto (2011), FERNANDES (2005), Martins (2010), MOLINA (2011), Saviani (2007) , Kosik (1976) and others. The conceptual reflections were drawn from the literature on rural education, rural education, teacher training and land issues in Brazil, with a specific focus of the Brazilian semiarid region. The data analysis has identified that the support base of the proposal is quite eclectic, trying to unite theoretical concepts of the New School, as the project pedagogy, with socialist ideas as thematic complexes Pistak. Although there are some contradictions, experience brings the educational perspective of formation of critical subjects, with a vision of expanded world and an education centered on the idea of the collective with participation of subjects.