Campo alegre, presente! uma análise da formação do professor na escola do campo

Abstract

This study consisted of a qualitative investigation whose objective was to understand how the training of educators who work in the Municipalized School of Campo Alegre, is permeated by dialogues, conflicts and challenges, due to the fact that it serves the rural education studentes. This school was built in a settlement in Nova Iguaçu and its origin is linked to the need for systematic school attendance to local children. The institution's initial methodology was based on the teaching of the field, but, throughout history, this initial formation has been lost. Thus, we investigate what are the past and current processes of teacher education, in terms of training to work in a rural school. A field study was conducted with interviews with teachers and school managers, in addition to the analysis of documents filed at the institution. Through this research it was possible to identify that the training, in the researched reality, is not fully based, in the pedagogical practices of teaching for the Field. This is because specific training took place only in a certain period of the school, so that it reached only a small group of teachers. Through the investigation we identified that the silencing of the history of Campo Alegre is linked to the lack of dialogue with social movements and gaps in specialized teacher training, to work in Rural Education. Such discoveries contribute, in a theoretical way, with the dissemination of the need for teacher training, which should not be thought of as unique but, rather, specific to the target audience. It is understood that only through continuous training and specialization in Rural Education, it becomes possible to meet the demands of an emancipatory and legal education as is the responsibility of any Brazilian