Práticas pedagógicas na educação do campo: desafios na trajetória dos professores das escolas dos setores “e” E “f” Do município de São Domingos do Capim - Pa.

Abstract

This paper is about the use of pedagogical techniques used by teachers in the education of the field, taking into consideration specific knowledge that makes influences the teaching and learning process. It aims to discuss the teaching practice and its challenges in the daily life of rural schools in sectors E and F and their relationship with the field reality. This study cites in its theoretical framework relevant authors that address rural education, among which are: Miguel Arroyo, Roseli Caldart, Salomão Hage e Mônica Molina. This is a field research bibliographical documentary study. That uses quantitative methods with a qualitative approach in the data interpretation. Mixed surveys were used for data collection, sent to teachers working in the rural town of São Domingos do Capim – Pará, Brazil. The research question is how can the challenges experienced in the pedagogical practices be the basis for a new praxis in rural schools? After analysis, it was perceived that teachers believe that rural education is possible, although limited; and the pedagogical techniques used are tied to the reality of the school; they may use different forms of approach to provide diversified experiences in the learning process; the teachers need continuous training aimed at rural education; in conclusion, the main obstacle is to fulfill the syllabus. It is important to perceive the situation in which education takes place in rural areas, so it can be possible to promote actions that might actually improve the teaching and learning practice.