Formação inicial de professores do campo: uma análise epistemológica e pedagógica da formação dos professores das escolas do município de Jiquiriçá - BA

Abstract

The data from Educação do Campo reaffirm the educational deficit of the rural population. This is probably due to the lack of public policies by Governments and the State aimed at for Rural Education. Among these missing policies for the countryside is the initial training of teachers. There is a lack of teachers for rural schools and those who are working have not been trained with a consistent theoretical basis, which probably has repercussions on the pedagogical work in schools. Based on this more general problem, we defined the theoretical basis of training as an object of study. of teachers who work in rural schools, especially in the municipality of Jiquiiça, Bahia. We ask ourselves what is the theoretical, epistemological and pedagogical basis of the initial training of four rural teachers and the consequences for the pedagogical work in the two schools of the Field in the Municipality of Jiquiriçá-Ba, considering the issue of dealing with knowledge in classes and in the political pedagogical project of schools? The work aimed to analyze the initial formation of the teachers who work in schools in the countryside of the municipality of Jiquiriçá-BA and the consequences for the pedagogical work, considering the issue of dealing with knowledge in classes and in the project pedagogical policy of schools. The hypotheses that we raised from the literature and research initial training is that: The initial training of teachers who are working in schools in Campo do Municipality of Jiquiriçá does not take into account the context of the field; The training courses for teachers are mostly carried out by the private sector, which does not integrate teaching, research and extension; These Courses do not contain a solid theoretical basis to explain the reality of the Field and its claims, denying the teacher a training that elevates his theoretical thinking, on the education in the context of society projects and the struggle for land; The consequences of this training based on non-critical pedagogies, abandons human emancipation, omnilateral as a conception and guides the pedagogical work towards a unilateral formation that lacks a consistent basis theoretical. The study was carried out seeking approximations with historical-dialectical materialism while a conception of man, society and class struggle, making use of qualitative methods. How research technique, an interview with a semi-structured script, structured observations, analysis of documents - lesson plans and Political Pedagogical Project of schools and, the review bibliographic. The data were organized in tables. From the analysis of the data we arrived at the following: conclusions: a) absence of critical theories in the initial training of teachers; b) the courses taken are private; c) epistemological theories are not treated systematically in initial training; d) the pedagogical theories are constructivist, interactionist, traditional; e) There is no political project pedagogy in schools; f) lesson plans are traditional plans disconnected from a more general school and rural context; g) the textbook is from a private company and deals with a constructivist approach. Considering the consequences of this pedagogical work without a consistent theoretical basis and without links with a clearly defined and pedagogical political project articulated with a human formation project, we are recognizing the need to change the theoretical basis relativist epistemology and the basis of non-critical pedagogical theory, which underlies the teacher training courses in favor of an epistemological and pedagogical basis that have connection with the socialist historical project in tune with the struggles of the rural social movements overcoming the capitalist mode of production.