O entorno da escola do campo como espaço de ensino-aprendizagem de ciências: Possibilidades curriculares no ensino culturalmente situado.

Abstract

Teaching in the countryside is regulated in LDBEN, article 28, states that there must be public policies specific to this segment, seizing the field as a place of investigation and production of knowledge, through the local reality, because what is taught needs to be close to the student's reality, so that this knowledge has real meaning for the learner. In this way, it is very important for school teaching units to have an updated political pedagogical project and a curriculum appropriate to the environment in which the school is inserted. Today the teaching of curricula in public schools is very fragmented and when there is a cut of these studies with the field, the scenario is even more deficient, because there is a lack of basic materials in schools, building structure and lack of laboratories. All these situations compromise the teaching and learning process, and can affect the citizen's life of the learner, as knowledge works in a contextualized and unified way. In this way, the objective was to know, through the teachers' reports and the school management of a rural teaching unit, the facilities and challenges of teaching through the local reality, how the PPP is inserted in the school environment, as well as to elaborate practical activities in natural sciences to the field. The data of this study were obtained through interviews with teachers from Escola Estadual Professora Maria das Graças Silva Germano, who teach the curricula of natural sciences and related areas (geography), in addition to school management. In addition to the interviews, the school PPP was analyzed, as well as, based on the teachers' reports, practical classes in natural sciences were proposed as a way of using the local reality of the field as a laboratory for the teaching and learning process. Through the teachers' reports, it was shown that the main challenges that most affect these rural teaching units are: precarious infrastructure, lack of office material, as well as materials for practical classes in natural sciences. Regarding the facilities, there is a closer presence of the family with the school, greater participation of the community in school events, which according to the teachers facilitate the learning process. Regarding the analysis of the school PPP of the unit, it advocates a collaborative construction, taking into account the clientele it serves, thus having curricular adaptations for the student audience. The teaching of science in the unit has deficiencies in the laboratory and materials for practical classes, but it has landscapes of very rich practical experiences in the school environment as a way of teaching the content of this area of knowledge, thus resignifying the field space as a laboratory in the process of teaching and learning.