The research presented here investigates the Pedagogical Practices of rural Educators of the
Bragantina - PA area, graduated from the Field Education Degree Course, offered by the
Institute of Education, Sciences and Technology - IFPA, Bragança campus, from 2009 to
2012.The study was carried out with seven educators working in rural schools, before and
after training in the LEdoC Course.The methodological paths are based on theoretical
paradigms that use qualitative research methods and strategies in the conception of Lukde and
André (2015), Godoy (1995), Minayo (2003) and Esteban (2003). Data were collected
through instruments such as: Narrative Interview, Observation of Pedagogical Practices in the
educational spaces and documents provided by the educators and rural schools. Theoretical
and discursive construction is supported by the following authors: ARROYO (2001, 2004,
2007, 2014), ANTUNES-ROCHA (2010, 2011), CALDART (2004,2009, 2010, 2011),
FERNANDES , Freire (1992, 2003, 2009), GHENDIN (2012), HAGE (2005,2008, 2009,
2011, 2014, 2015), MOLINA (2003, 2004, 2011, 2012, 2013,2014, 2015), SOUZA ),
FRIGOTTO (2008, 2010) and GADOTTI (1991, 1999, 2010) among others that bring to the
discussion of rural Education. The findings are directed to two analytical constructions: The
Cultural Territory of the teaching subject and its Influence in the construction of the identity
of rural Educator of the zone Bragantina and The Pedagogical Practices of the Educators of
the Bragantina rural zone. The data revealed that these educators built their identities formed
within their individual experiences in the contexts of their cultural territories which also
provided them with a class identity. And its Actions / Pedagogical Practices are aimed at
enhancing the culture and preserving the identity of the learner as they dialogue with their
everyday knowledge and realities of their living territories, the countryside.
|
