As práticas pedagógicas na escola Edmilsom Baltazar de Mendonça, Marí-PB: aproximações com os princípios da educação do campo

Abstract

This research is part of a master‘s study, in the Graduate Program in Education of the Federal University of Paraíba, in the Popular Education Line, which privileges theoretical and practical elements related to the theme of Rural Education, having as object of study the pedagogical practices in the Edmilsom Baltazar School of. Mendonça, Marí-PB: approximations with the principles of Rural Education. The research presents the following concerns: how are the pedagogical practices developed in this teaching unit? Do the practices approach the principles of Rural Education? Does the Pedagogical Political Project – PPP present the principles of Rural Education? The general objective of the research was to analyze the pedagogical practices, seeking to identify if in them are present principles of Rural Education. The following specific objectives were defined: to identify the principles of Rural Education present in the documents of the Movement for a Rural Education and in the documents of the public policy of rural education; analyze in the PPP of the school if the principles of Rural Education are evidenced and investigate the pedagogical practices of teachers, and the actions developed in the daily school life to verify if there is the presence of the principles of Rural Education. As a theoretical contribution of Rural Education, we have: Caldart (2002, 2003, 2004, 2005, 2009, 2011 and 2012), Batista (2016), Costa (2019), Alencar (2015), Bizerra (2020), Vieiro and Medeiro (2018), with whom we seek to affirm that education is historically rooted in the memory, in the way of life and culture of its people, thus arriving at the conception and principles of Rural Education. In the category pedagogical practices, we searched as reference: Batista (2026), Silva (2017), Souza (2005), Souza (2009) and Veiga (1992). The field research was carried out in a qualitative approach and we chose the following data collection instruments: semi-structured interview, participant observation and documentary analysis. The analysis of the data generated dialogued with the principles of Rural Education, both of the documents and of the speeches, with an in-depth look at the meanings from the knowledge and pedagogical practices of the teachers participating in the research. The interviews took place with four elementary school teachers, from the initial and final years. In the development of the interviews, the theme of Rural Education, teacher and continuing education, pedagogical practices, problems of the student‘s reality, the community and its history and the conception of how the rural school should be approached were addressed. It is believed that these knowledge counts in the practical practice of the classroom and in the learning of peasant children and adolescents. We identified in the interviews and observations differentiated knowledge in the formations, speeches and pedagogical practices and similarities in the legal documents of the school. We highlight as results that the pedagogical practices developed at the Edmilsom Baltazar School are diversified and mix elements of traditional pedagogies and sometimes approach the principles of Rural Education, the need for policies to train educators that enable them to appropriate this educational project so that schools include in their pedagogical proposals and thus meet the demands of students and the community.