PEDAGOGICAL PRACTICES IN MULTI-GRADE ROOMS OF COUNTRY SCHOOLS IN THE MUNICIPALITY OF VARGEM ALTA/ES: CHALLENGES AND POSSIBILITIES
Nombre: LUCIANA MARTA ALVES SILVA
Fecha de publicación: 17/02/2025
Junta de examinadores:
Nombre |
Rol |
|---|---|
| ANDREIA WEISS | Examinador Externo |
| CHARLES MORETO | Examinador Externo |
| DEBORA MONTEIRO DO AMARAL | Presidente |
| MARICLEIDE PEREIRA DE LIMA MENDES | Examinador Externo |
| SOLER GONZALEZ | Examinador Interno |
Resumen: The general objective of this research is to understand how the continuing education of teachers in multi-grade classrooms in rural areas can contribute to pedagogical practices that consider field subjects. To this end, it considers the “Escola Ativa” and “Extensão Escola da Terra” training programs, both implemented in the city of Vargem Alta/ES, in partnership with the state and federal governments, through the Ministry of Education (MEC) and the Secretariat of Continuing Education, Literacy, Diversity and Inclusion (Secadi), with the Federal University of Espírito Santo (Ufes) as the public institution responsible for the training. The contributions of the training programs and their relationship with the production of critical pedagogical practices and curricula aligned with the proposal of Field Education were analyzed, considering its knowledge and its cultural matrix. Field Education presents a bias of an educational process that seeks social transformation and, to this end, reality is problematized and brought to the debate. Based on theoretical frameworks that address Field Education, as well as on the legislation that has supported it since 1990, authors such as Paulo Freire, Carlos Rodrigues Brandão, Miguel Arroyo, Gaudêncio Frigoto, Roseli Caldart, Salomão Mufarrage Hage and others have provided support for an analysis that highlights teacher training as a fundamental instrument for implementing critical pedagogical practices. Training that seeks to avoid the fragmentation of content outside of context, promoting an approach that integrates the reality of students, allowing them to interact and demonstrate their knowledge in an articulated manner. In order to achieve the research objectives and to provide greater clarity on the challenges, possibilities and contributions of teacher training, bibliographic and field research was conducted, with a qualitative approach, which involved analysis of publications on the aforementioned training programs, observation and semi- structured interviews with five teachers. The interpretation and discussion of the data produced were based on Bardin's (1977) content analysis and on authors who discuss the subject. The results of the analyses demonstrate that the continuing education programs carried out from 2009 to 2020, despite having limitations (being “an educational package”), contributed greatly to the understanding of the concept of Field Education and, mainly, to bringing schools and communities closer together, rethinking the curriculum with the subjects, and discussing pedagogical practices, based on theoretical assumptions of the field, from a counter-hegemonic perspective. However, the research indicates that, in the municipality, policies have not yet advanced in the sense of offering continuing education for teachers in multi-grade classrooms, and that it is of fundamental importance to continue carrying out training programs. However, these programs must be carried out based on the local context, so that teachers can carry out their pedagogical activities and strengthen Field Education in a way that reverberates into more fruitful and lasting actions. Thus, it is understood that teachers have carried out pedagogical work in accordance with the concepts developed in the training, but there is a great need to hold training meetings so that Field Education can establish its cultural identity and meet local demands.
