THE INITIAL FORMATION OF TEACHERS TO WORK IN RURAL SCHOOLS:

WHAT IS THE ROLE OF PEDAGOGY COURSES?

Authors

  • Renata Queiroz de Moraes Americano Universidade Presbiteriana Mackenzie
  • Anamaria Santana da Silva Universidade Federal do Mato Grosso do Sul

DOI:

https://doi.org/10.21879/faeeba2358-0194.2021.v30.n61.p253-266

Keywords:

253-266

Abstract

ABSTRACT

This article focuses on the presentation and analysis of research data on the initial formation of teachers to work in rural schools. The purpose of this research was to understand how the pedagogy courses have done the initial formation of teachers who will work in rural schools and in riverside schools. The research was carried out on the websites of Brazilian public universities, federal and state. The data survey considered the offer of disciplines in the pedagogy courses of federal and state universities related to rural education: number of disciplines, workload, name and course syllabus. In 263 pedagogy courses analyzed, 112 subjects related to rural education were found. However, it was noticed that, generally, only 1 subject is offered per course and with an irrelevant workload. In addition, the themes found focus on more general issues over issues related to pedagogical practices.

KEY WORDS: Rural Education; teachers's formation; pedagogy

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Author Biography

Anamaria Santana da Silva, Universidade Federal do Mato Grosso do Sul

She is currently a retired professor at the Federal University of Mato Grosso do Sul. She has a degree in Pedagogy from the Federal University of Mato Grosso do Sul (1989), a Masters in Education from the State University of Campinas (1997) and a PhD in Education from the State University of Campinas (2003). He has experience in the area of Education, with an emphasis on Education, working mainly on the following themes: early childhood education, public policy, education, childhood pedagogy and teacher training.

Information collected from Lattes on 06/24/2020

Published

2021-10-19

How to Cite

AMERICANO, R. Q. de M.; SILVA, A. S. da. THE INITIAL FORMATION OF TEACHERS TO WORK IN RURAL SCHOOLS: : WHAT IS THE ROLE OF PEDAGOGY COURSES?. Revista da FAEEBA - Educação e Contemporaneidade, [S. l.], v. 30, n. 61, p. 253–266, 2021. DOI: 10.21879/faeeba2358-0194.2021.v30.n61.p253-266. Disponível em: https://revistas.uneb.br/index.php/faeeba/article/view/10040. Acesso em: 25 nov. 2024.

Issue

Vol. 30 No. 61 (2021): Revista da FAEEBA. Educação e Contemporaneidade

Section

Themed Issue 61

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Atualizado em 15/07/2017