THE TRAINING OF FIELD EDUCATORS IN PROAÇÃO II: LIMITS AND POSSIBILITIES OF THE EXERCISE TEACHER TRAINING PROGRAM

Abstract

This book presents an assessment of the limits and possibilities of the Pedagogy Course offered in the in-service teacher training program, at PROAÇÃO II.
The text was produced by carrying out research for academic purposes and sought to investigate the education paradigm in the field of the Pedagogy course offered by PROAÇÃO Sede II, answering the question: Which theoretical-practical elements in PROAÇÃO effectively favor a paradigmatic change in education from Camp?
Content Analysis, combined with historical-dialectic materialism, was taken as a methodological principle. The Pedagogical Project was selected as a corpus; the Rural Education discipline program; in addition to semi-structured interviews applied to peasant teachers from the municipality of Ilhéus, course coordinators at UESC and municipal coordinators of Rural Education.
The category of contradiction between possibility and reality pointed to rural education as a social phenomenon, in the perception of its real states and possibilities.
The analysis of the data collected allowed us to infer that the socio-political character of this educational proposal is the materialization of a popular education and rupture of the structure of capitalist society, however, within the possibilities of implementing its proposed action, there are conditions that subtract its strength of performance.
Thus, the challenge posed to public policy managers is to perceive, in the capitalist model, elements for overcoming it and subsequent implementation of a socialist pedagogy, whether in specific training courses for rural educators or in pedagogy courses responsible for in-service training. of teachers who work in basic education for the popular class, in the countryside and in the city.
This book brings together texts that discuss aspects of rural education, the training of rural educators and teacher training policy, and is structured into 5 chapters.
In Chapter I, the introduction and methodological procedures carried out in the research that culminated in the production of this book will be presented.
In Chapter II, aspects of the history and current challenges concerning rural education will be addressed, with an emphasis on teacher training policy, rural education and the training of rural educators.
Chapter III aims to explain the limits and possibilities of the PROAÇÃO II Pedagogy Course and rural education, highlighting the identity and management of the Course.

Chapter IV will present the Course curriculum, considering: the concept of countryside, the agrarian issue, the experience of peasant-teachers and the discipline of rural education
Chapter V will discuss the concept of school and rural school with a view to understanding the meaning of school in the PROAÇÃO II Pedagogy Course as well as the evaluation of the Course.
We hope that the readings contribute to reflections on the training of rural educators based on a Degree Course in Pedagogy, a Special Program for the Training of Teachers, which developed a popular education proposal that exclusively served female teachers and to teachers who worked in public schools and who proposed using teaching experience as a training element.

Good reading!
The author and the author,

Andréa Maria Brandão Meireles
Gleydson da Paixão Tavares