PRÁTICAS PEDAGÓGICAS DE PROFESSORES DO CAMPO: UM ESTUDO DE CASO ETNOGRÁFICO

Doi.org/10.29327/211653.5.3-10

Abstract

This paper reflects on the contributions of the ethnographic case study about the pedagogical practices of field teachers. It is based on a guiding question: how does the methodological perspective of the ethnographic case study help to understand the teachers’ pedagogical practices in the field Education? This research was done with ten teachers in an Agricultural Family School of Piauí. This school develops an alternation pedagogy teaching method. The analysis is supported in the studies of: André (2008), Arroyo (2012), Angrosino (2009), Franco (2016), Gimonet (2007), Jesus (2011), Matos (2011), Arroyo, Caldart and Molina Rocha (2010), and others authors. As instruments to data collecting it was used the participant observation and the formation diary production, which helped to make a descriptive and interpretative analysis of pedagogical practices developed in the Education of the Field, as well as the knowledge that make possible to respect the local community culture. The research results evidenced the importance of this methodology to carry out a study based on the daily practice, emphasizing it as a space for the construction of knowledge. So, it brings contributions to an education based on the experiences and the dwellers’ way of life, which implies a pedagogy that takes into account the local sociocultural aspects, which is included in the Alternation Pedagogy.