PRÁTICA PEDAGÓGICA NA ESCOLA PÚBLICA NO/DO CAMPO: DETERMINANTES EXTERNOS EM FOCO
Journal Title: Ideação - Year 2019, Vol 21, Issue 2
Abstract
This article results of research on pedagogical practice in public schools located in the countryside. The objective is to indicate external determinants of pedagogical practice, such as projects which are inserted in schools through a partnership between public authorities and companies, systems for assessing learning, the literacy and work conditions of teachers, and the political-pedagogical project. The methodological procedures used for data collection were: document analysis, observation and interviews. The research subjects were teachers from rural schools, in the Metropolitan Region of Curitiba. 14 municipalities were selected for data collection in 70 schools. Data collection occurred during four intermunicipal municipal education seminars, held in the municipalities of Tijucas do Sul, Lapa, Campo Magro and Almirante Tamandaré. It was possible to verify that there is a movement to change the pedagogical practice due to references to the concept of Rural Education, in particular with regard to the school-community bond, followed by the school identity constitution and the work with the school contents in relationship with children's experience with agriculture and field work. Although there is a movement for change in the school, what predominates in educational policy is still the logic of Rural Education, manifested in school closure policies and centralized school management experiences.
Authors and Affiliations
Adriana Almeida Veiga, Maria Antônia de Souza
Keywords
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