ANALYSIS OF A PEDAGOGICAL PRODUCT AND THE FORMATIVE EXPERIENCE OF THE PROFESSIONAL DEVELOPMENT COURSE OFFERED BY ESCOLA DO RIO DOCE IN A PUBLIC SCHOOL IN CARATINGA, MINAS GERAIS, BRAZIL

Abstract

This article analyzes a pedagogical product developed within the Professional Development Course promoted by the Escola do Rio Doce Program in a public school in the municipality of Caratinga, Minas Gerais, Brazil, seeking to understand the contributions of the formative experience to addressing mining, the Fundão Dam collapse, and revitalization in the school context. This is documentary research with a qualitative, descriptive, and interpretative approach, based on the analysis of the Experimental Pedagogical Plan “Minerar Saberes: uma jornada de conhecimento pela mineração e suas diferentes abordagens,” the Program’s Work Plan, and data from the Municipal Portfolio. The results indicate that the two course offerings in Caratinga had 132 graduates and resulted in 64 Experimental Pedagogical Plans and 55 cartographies. The analysis reveals an interdisciplinary approach that goes beyond the historical and economic aspects of mining by incorporating environmental, social, and territorial dimensions, as well as the Fundão collapse, reparation, and revitalization. It is concluded that the training contributed to articulating theory, territory, and pedagogical practice, favoring the development of contextualized proposals concerning mining and its effects on affected territories.