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Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e13712
Characteristics of teaching practices in Rural Education:
analysis of actions related to teacher training and
experience report of pedagogical methodologies proposals
for the teaching of specific content
Renan Mota Silva1
1 Universidade Federal do Pará - UFPA. Instituto de Filosofia e Ciências Humanas. Rua Augusto Corrêa, 01. Guamá. Belém -
PA. Brasil.
Author for correspondence: renanmota16@hotmail.com
ABSTRACT. Rural Education-RE involves specific elements
that are representative of the way of living in the countryside. In
a brief search for references related to teacher education focused
on CE and also examples of proposals for content teaching, an
apparent lack of studies on these themes was identified.
Therefore, the objectives of this study were to identify
characteristics related to the training of teachers for CE and, in
addition, to present practical examples of pedagogical
methodologies for teaching specific subjects. For this, a
bibliographic research was carried out in scientific articles as
well as in a specific database and search engine. The results
confirmed, for both themes, the gaps in the scientific literature.
The articles found, in general, predominantly involve the
analysis of teacher education in the North and Northeast regions.
As for the proposals for pedagogical teaching methodologies,
the themes are almost exclusively related to science, biology and
sustainability. In conclusion, there is an understanding that other
curricular components, such as Portuguese language,
mathematics and others, have been neglected, either because of
their understanding of their lesser relevance in relation to the
subjects or contents mentioned, or because researchers are not
producing research in this context.
Keywords: rural education, alternation pedagogy, teacher
training, pedagogical methodologies.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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Características das práticas de ensino na Educação do
Campo: análise de ações relacionadas à formação de
professores e relato de experiências de propostas de
metodologias pedagógicas para o ensino de conteúdos
específicos
RESUMO. A Educação do Campo-EC envolve elementos
próprios que são representativos do modo de viver no campo.
Em uma breve busca de referências relacionadas com a
formação docente voltada à EC e também exemplos de
propostas para o ensino de conteúdos, foi identificada uma
aparente escassez de estudo acerca dessas temáticas. Diante
disso, os objetivos deste estudo foram a identificação de
características relacionadas à formação de professores para a EC
e, além disso, apresentar exemplos práticos de metodologias
pedagógicas para o ensino de assuntos específicos. Para isso, foi
realizada uma pesquisa bibliográfica em artigos científicos bem
como em base de dados e buscador específico. Os resultados
confirmaram, para ambos os temas, as lacunas existentes na
literatura científica. Os artigos encontrados, em geral, envolvem
de modo predominante na análise da formação docente as
regiões norte e nordeste. Já quanto as propostas de metodologias
pedagógicas de ensino, os temas quase que exclusivamente,
estão relacionados com ciências, biologia e sustentabilidade.
Concluindo, há o entendimento de que outros componentes
curriculares, tais como a língua portuguesa, matemática e outros,
têm sido negligenciados, seja pelo entendimento de sua menor
relevância em relação às disciplinas ou conteúdos citados, ou
porque os pesquisadores não estejam produzindo pesquisas
nesse contexto.
Palavras-chave: educação do campo, pedagogia da alternância,
formação de professores, metodologias pedagógicas.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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Características de las prácticas docentes en Educación
Rural: análisis de acciones relacionadas con la formación
docente e informe de experiencia de propuestas de
metodologías pedagógicas para la enseñanza de contenidos
específicos
RESUMEN. La Educación Rural-ER involucra elementos
específicos que son representativos de la forma de vida en el
campo. En una breve búsqueda de referencias relacionadas con
la formación del profesorado centradas en la EC y también
ejemplos de propuestas para la enseñanza de contenidos, se
identificó una aparente falta de estudios sobre estos temas. Por
tanto, los objetivos de este estudio fueron identificar
características relacionadas con la formación de docentes para
EC y, además, presentar ejemplos prácticos de metodologías
pedagógicas para la enseñanza de materias específicas. Para
ello, se realizó una búsqueda bibliográfica de artículos
científicos, también en la base de datos y en un buscador
específico. Los resultados confirmaron, para ambos temas, la
brecha en la literatura científica. Los artículos encontrados, en
general, involucran predominantemente el análisis de la
formación docente en las regiones Norte y Nordeste. En cuanto
a las propuestas de metodologías pedagógicas de enseñanza, los
temas están casi exclusivamente relacionados con la ciencia, la
biología y la sostenibilidad. En conclusión, se entiende que se
han descuidado otras componentes curriculares, como lengua
portuguesa, matemáticas y otros, ya sea por entender su menor
relevancia en relación con las materias o contenidos
mencionados, bien porque los investigadores no están
produciendo investigación en este contexto.
Palabras clave: educación rural, pedagogía de alternancia,
formación docente, metodologías pedagógicas.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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Introduction
According to Almeida, Barcelos, and Gomes (2021) Rural Education (RE) in Brazil is,
at the same time, a demand and a result of the political fight of the people who live, who
develop their work, and who claim for the land. Among them are quilombolas
i
, riverine
people, forest peoples, peasants, landless people, indigenous people, and others, who have
developed their actions in response to extreme inequality in the distribution of land.
Rural social movements have been claiming the right to an education that addresses their
socio-historical demands. Such movements understand that Rural Education constitutes an
important instrument for understanding the political, economic, social, and environmental
relations that cross the peasant territory (Andrade, Nogueira & Neves, 2019, p. 4, author's
translation).
Furthermore, Cavalcanti, and Carvalho (2021) describe that RE encompasses its own
elements that are representative of the way of living in the countryside. The authors
corroborate the information described in the previous paragraph by stating that such elements
“... range from the struggles of rural workers in social movements to public policies aimed at
rural schools.” (Cavalcanti & Carvalho, 2021, p. 4, author's translation).
This claim is very similar to the one made by a group of French farmers who were
dissatisfied with their educational system, which for them did not meet specificities related to
education aimed at rural areas. They emphasized that there was a demand for the school's
education offered to young people to meet their social particularities, enabling, in addition to
professionalization in agricultural activities, also elements for the social and economic
development of their region (Teixeira, Bernartt & Trindade, 2008, author's translation).
This unsatisfaction culminated in 1935 with the emergence of a movement called
Pedagogy of Alternation (PA) (Estevam, 2003; Magalhães, 2004). Then, an organization of
teaching emerges precisely in the form of alternating times when young men (young people)
remained at school or in spaces equivalent to it and times when they remained on family
property. This Pedagogy of Alternation, according to Teixeira, Bernartt, and Trindade (2008)
is of great importance so that there is a connection between moments of doing in socio-
professional life and moments of school activities themselves, using the knowledge that was
accumulated by the young person through their experiences concrete experiences.
Overmore, Andrade, Nogueira, and Neves (2019, p. 4) pointed out about:
…the construction of Rural Education takes place in a space of struggles and political
clashes of social movements, in defense of an education that has a political and pedagogical
plan that can meet the specificities of rural subjects.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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In this corpus of understanding, Silva (2021, p. 43) emphasizes that “the land issues and
the difficulties and lack of education in the countryside, add up in the same direction as the
requirements of differentiated education...”. It still reaffirms that: “Without a doubt, it adds in
the sense of dimensioning the universe of people who are waiting for an opportunity to access
this education”. Arroyo (2011) helps us to substantiate this issue with his reflection on the
proposal to incorporate rural education, demonstrating in his definition the importance of
considering issues about land, territory, culture and the identity of rural peoples.
By mentioning that among these specificities, the Pedagogy of Alternation acts
precisely in the sense of disarticulating colonial educational practices responsible for
uprooting both identities and territories, making it possible to consider it as a decolonial
practice. Among the reasons for this is the fact that:
Assuming that labor as an educative principle, the Pedagogy of Alternation allows young
people from the countryside the possibility of continuing their studies and having access to
scientific and technological knowledge not as something given by others, but as knowledge
conquered and constructed from the problematization of their reality, which involves
research, the researcher's distanced look at his daily life (Cordeiro, Reis & Hage, 2011, p.
116, author's translation).
Concerning decolonial education, it is understood that:
The presence of racial discrimination and prejudice is still very strong in our society, as a
result of the processes of oppression and domination from northern countries to subaltern
countries and groups. These characteristics are presented mainly by the social inequality that
dares to persist to the present day in Latin American countries and not least in the various
regions of Brazil. In the case of our country, the significant evolution in the improvement
that is observed, unfortunately, figures more prominently in the legislation. It seeks to ensure
an education for ethnic-racial relations, to value the history and culture of indigenous and
African peoples. However, in the day-to-day practicality in classrooms, the observed result is
different: it is seen that these seals of Laws do not have the expected effect: an egalitarian
and emancipatory education (Silva, 2021, p. 90, author's translation).
The present article was conceived from the moment when it was found, when
evaluating the productions related to Rural Education, a theme that the author focuses on
daily to elucidate, that they, in general, were grouped into two themes:
Studies with a historical context of the RE and the Pedagogy of Alternation, which
invariably passed through their legal, legal, or regulatory aspects by competent bodies or
instances; and
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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The scarcity of studies, in principle, that addressed two other themes in which interest
was aroused: a) the characteristics of teacher training to work in Rural Education; and b)
experiences that present practical examples and their results the proposals of pedagogical
methodologies for teaching specific contents.
For this reason, the objectives of this article were, firstly:
a) present up-to-date information on how teacher training has taken place in courses
specifically in Rural Education or in undergraduate courses with subjects in which RE is
addressed; and
b) present practical examples of pedagogical proposals and their analysis by their
proponents regarding their benefits in teaching content and in facilitating or optimizing
teaching
ii
and learning
iii
.
The justification for this research is that the compilation of findings regarding the
training of teachers and teaching and learning practices involving Rural Education may allow
the reproduction of those that have proved to be more effective or beneficial. It will also be
possible, from the identification of particularities of the region in which the study was
developed or the theme that was worked on, that adaptations or adjustments are implemented,
making it possible to replicate its proposals in the reality in which the reader works.
Methodological aspects of research
This investigation consists in a qualitative literature review. According to Prestes
(2012), this type of study is characterized by being theoretical concerning its objective,
explanatory concerning the form of study, and also bibliographic regarding the object of
study.
In this sense, theoretical research involves an analysis only of the theory related to the
chosen theme, that is, there is no practical analysis in loco of what is investigated nor any type
of intervention to evaluate its effects. Explanatory research, on the other hand, is conducted
from the recording, analysis, and interpretation of data, even theoretical, in search of
clarification of a particular theme or problem. Finally, in the bibliographic research, there is a
search for answers from previously produced references. For this, there is a need to have
methodological procedures to guarantee the quality of these references and, consequently, of
their research.
For the results section, built under the name “Teacher Training for Rural Education and
Experience Reports of Proposals for Pedagogical Teaching Methodologies”, only scientific
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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articles published in the last 05 (five) years (2017-2021) were included, counting the year of
production of the present work, written in Portuguese, quantitative, qualitative, or review, and
with full and free access to the text.
It should be noted that articles not related to the objectives of this work were excluded,
as well as productions not characterized as scientific articles, that is, abstracts, expanded
abstracts, monographs, dissertations, and theses.
The Scientific Electronic Library Online (SciELO) database and the CAPES/MEC
Journal Portal were verified as search sources. The bases were selected according to their
scientific rigor so that a journal can be indexed. Additionally, the Google Scholar search
engine was also used and, in this case, Qualis CAPES was used to verify the quality of the
journal in which the article was published.
In all these search locations, combined descriptors were used, which theoretically would
return works related to the objectives. They were:
a) “countryside education AND alternation pedagogy”; and b) “teaching practices AND
rural education AND alternation pedagogy”.
The selection of articles took place in two stages. In the first one, the title and abstract
were read to understand the article's proposal and if it would contribute to achieving the
objectives of this work. In the second, a full reading of the article was carried.
Teacher Training for CE and Experience Reports of Proposals for Pedagogical
Teaching Methodologies
The results for this section will be presented in two ways.
The first will initially be in the form of a table, in which I a summary of the main
information regarding both identification and content of the articles found will be presented
and, in particular, in greater detail, the results and conclusions obtained (Table 1). Next, in a
descriptive way, these works are discussed, comparing and comparing them. In this part, the
works will be related to the training of teachers in Rural Education.
In the second part, which is only descriptive, several studies are presented that
specifically addressed the proposal of pedagogical methodologies of different contents,
always in the context of Rural Education. These works, as a rule, will be works in which there
was a practical application of a teaching methodology with an analysis of its results from the
perspective of the authors.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical methodologies proposals for the teaching of specific content…
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Table 1 – Summary table of the articles studied.
Title
Author(s)
Journal/Year
Aim
Metodology
Results
Conclusions
1)Field education in the
training of teachers of
the Pedagogy course at
the Federal University
of Maranhão (UFMA) –
Campus Imperatriz
Silva, I. R., Campos, I.
M. C., & Zaparoli, W.
G.
Pedagógica Journal,
2021.
- To analyze the
curriculum of the
Pedagogy course of the
Center for Social
Sciences, Health and
Technology (CCSST) of
the Federal University
of Maranhão (UFMA),
Campus Imperatriz.
- Bibliographic review
and document analysis
of the Pedagogical
Project of the Course
and the teaching plan of
the Rural Education
subject.
- The Rural Education
subject is optional,
which makes it have
low attendance or
choice for being
attended.
- There are other
subjects in the course,
these are mandatory,
which also address the
theme or related
contents, but in a
limited way.
- These last-mentioned
subjects allow contact
and discussion of the
topic, in addition to
understanding its
importance for the
plural context in which
educators are inserted.
- There is a need for
debate about the offer of
Rural Education in the
form of an elective
subject.
- The curriculum opens
the way for training that
respects the different
contexts in which
professionals can work,
for this reason, it is very
important that
specificities are
contemplated in a
pedagogical project of
any course, including
that of pedagogy.
2) Teaching practices in
rural education:
teaching experience in
the training of
undergraduates at the
State University of
Alagoas (UNEAL).
Santos, S. S.
Diversitas Journal,
2020a.
- Present the proposal of
teaching practices and
how they are carried out
in the EC discipline.
- How it constitutes an
important contribution
to the training of
undergraduates in the
Portuguese-French
Pedagogy and Letters
courses at the State
University of Alagoas
(UNEAL).
- Observation of
contexts in which Rural
Education is offered at
the State University of
Alagoas (UNEAL) and
the legislation in
statewide and federal
spheres.
- Insertion of the Rural
Education discipline in
undergraduate courses
after completion of the
course (graduation) with
the same name.
- Organization of the
discipline based on the
identification of
demands from social
movements in the
countryside.
- Classes are taught
through discussion and
reflection on various
topics.
- Teaching in Rural
Education must have an
inclusive look.
- It must be understood
that Rural Education has
a dynamic, political, and
critical character, is
necessary to see the
local reality, and that
the content to be taught
considers this reality.
- This discipline
requires specific
knowledge from the
professor, political
commitment, research
in the area, and dialogue
outside the university.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical methodologies proposals for the teaching of specific content…
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(continuation) – Summary table of the articles studied.
Table 1 (continuation) – Summary table of the articles studied.
___
___
___
___
___
- Study of official
documents that regulate
and regulate Rural
Education.
-Field visit to a 3rd-year
school (elementary
school) located in a
settlement coordinated
by the Landless Rural
Workers Movement
(MST).
- During this visit, there
was a class on medicinal
plants.
- The rooms are
multigrade with a strong
focus on literacy.
- Classes aimed not only
at the contents proposed
by the education
department but also at
training new militants.
- In a meeting with
leaders, the reality and
struggles of that
community were
known.
- Rural Education has
specific difficulties,
especially in that state
sphere.
- The training of new
teachers must integrate
the knowledge studied,
produced, analyzed, and
evaluated with the
experience in the
schools themselves,
trying in the medium to
long term, breaking the
vicious cycle of
insufficient
qualification, inadequate
and distant from the
peasant reality.
3) Internationalization
of research and
production of
knowledge on education
in the field of education
in the northeast region
(2013-2020).
Santos, A. R.
Práxis Educational
Journal,2020b.
To map the scientific
production and the
internationalization of
research in the post
Graduate course on
Rural Education in the
northeast region of
Brazil.
State of the art from the
Brazilian Digital
Library of Theses and
Dissertations (BDTD)
database between 2013
and 2020.
- Evidence of growing
research on Rural
Education.
- This increase is due to
the increase in the
number of courses,
programs, and research
groups.
- Due to the findings
identified in the works
found, there is difficulty
in internationalizing
research and in the
social insertion of
researchers in Rural
Education.
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Source:
Author's elaboration (2022).
___
___
___
___
___
- There is a lack of
investment by funding
agencies for research
projects in the field of
Rural Education
- The little that has
already occurred is
mainly due to the
militancy of researchers
linked to social
movements.
4) Systematization of
experiences: an analysis
of the internship of
experiences as a
pedagogical tool at the
Escola Família Agrícola
Santa Cruz do Sul
Ávila, J. S., Borges, B.
C., & Moretti, C. Z.
Young Searches
Journal, 2020.
- Understand the
importance of the
experienced internship
as a pedagogical tool for
the "do-distance" to
occur in the alternation
between school-time
and family-owned time.
Analysis of internship
experience through
monitoring of
preparation and
pedagogical
coordination seminars at
Escola Família Agrícola
de Santa Cruz do Sul
(EFASC)
- It was possible to
better understand the
alternating educational
process of this school
and the importance of
this instrument for the
construction of new
knowledge.
- Identification of the
importance of autonomy
and dialogue for the
exchange of knowledge
and different techniques
used by families in the
countryside.
- Differences in the
reports and reflections
of the internship
experience between
women and men
students, both in the
tasks performed on the
family property and in
the forms of
socialization with the
families.
- Identification of a
dynamic between
gender relations and
their character of social
reproduction that makes
do-knowledge even
more complex.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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In the first study presented, that of Silva, Campos, and Zaparoli (2021), there is a
similarity with the work of Santos (2020) because both contemplate the reality of the same
region of the country, the northeast region. However, the similarities do not go beyond this
aspect.
In the case of Santos (2020), it is initially contextualized as a fact that gave rise to the
degree courses at the State University of Alagoas and which is quite common in the history of
the implantations or creations of public universities in Brazil, that is, the beginning by the
courses of degree to contribute to the training of teachers to work, especially in the interior of
the States.
At UNEAL, the creation of a degree course in Rural Education was no different. It
emerged not only as a strategic need, from an educational and economic point of view, but at
the same time “as a counter-hegemonic project that goes against the grain of agricultural
policies developed in the last 10 (ten) years.” (Santos, 2020, p. 2209). Also according to the
author, in that region, the scenario historically found is that of large estates, the exploitation of
sugarcane, and the ethnic constitution of the presence of blacks and indigenous people
colonized by white Europeans.
Rural education, from this perspective, emerges as one of those collective and action
activities that involve expectations, and commitments and shows the reality of injustices
against rural men and women. These subjects challenge the state, the legitimate
representative of the interests of the bourgeoisie. The collectively organized marches can
serve as tools for training and political pressure, with public acts, involving educators,
students, children, and the elderly in the dissemination of the struggle for land and education.
(Ramofly, 2013, p. 4, author's translation).
This is another characteristic, now of the Rural Education courses or subjects with the
same name taught in licentiates. It is an education aimed at people who practice subsistence
agriculture on small properties, often organized in the form of cooperatives. It is another look
at land use, completely different from large producers, even involved in export strategies.
The course at that institution also has a close relationship with actions or organizations
related to rural workers, such as the Permanent State Forum for Rural Education (FEPEC) and
the Contextualized Education Network of the Wild (Agreste) and Semi-Arid Region
(RECASA). Both have served as support and discussion space for both educators and peasant
workers.
All these characteristics are quite different from the way RE is approached in another
public university, also in the Northeast, the Federal University of Maranhão. It, as shown in
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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Table 1, there is no specific discipline of Rural Education offered on a mandatory basis. This
is somewhat surprising because although they are institutions from different states, it is clear
that their reality is very similar concerning disputes over land between social movements or
even small producers and family agriculture with the large landowners. Proof of this is that
news of serious confrontations between them is not rare, which often results in death.
Because of this, Silva, Campos, and Zamparoli (2021) pointed out that some approaches
are necessary to understand the importance of offering Rural Education as a compulsory
subject. According to the authors, there is currently a movement to affirm the public policy of
Rural Education in Brazilian universities, and this unfeasibility on the part of the pedagogy
course at the Federal University of Maranhão of the mandatory nature of the discipline makes
it difficult for academics to understand the need of a fundamental public policy to meet the
interests of the rural people, something that represents a clear reality of the state of Maranhão.
To close this discussion, which is more specific about the northeast region, there is the
study by Santos (2020b). From it, an interesting literature review was produced to understand
the profile of productions related to Rural Education exactly in this region, it was possible to
verify that although it represents a place with ample need for adequate training of licensed
professionals, research is still incipient.
Another study, now related to another region of the country, more precisely in Santa
Cruz do Sul, in the Rio Grande do Sul (RS), focuses on the agricultural school, using the
Escola Família Agrícola de Santa Cruz do Sul (EFASC), was founded in 2009, as a reference.
The article brings interesting information that demonstrates the importance of Rural
Education. For example, in the 10 years of operation of the aforementioned school, 254 young
people were trained, of which 89% still have some kind of work relationship on the land.
Figure 1 - Number of young people (last 10 years) graduating from Escola Família Agrícola de Santa Cruz do
Sul.
Source: Production of researcher (2022).
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
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In addition to this link being related to family farming, with training and acting as
agricultural technicians, many of them also started to work as educators or are attending
undergraduate or graduate courses in related areas (Ávila, Borges & Moretti, 2020).
The authors add that in the 50 years of existence of the Pedagogy of Alternation in this
country, the understanding has prevailed that this method values family participation and
coexistence in a boarding school, alternating between different spaces and educational times
where education takes place. It thus represents a methodology in which teaching is organized
taking advantage of alternating formative experiences throughout different spaces and times,
aiming at professional training.
From this perspective, still, to achieve the objective of this study, after presenting
general aspects of Rural Education in different regions of the country, reports of experiences
will now be reported only in a descriptive way, that is, in the body of the text. of teaching
practices to serve as a reference for other educators to implement similar proposals. When
presented by the authors, positive (facilitating) and negative (limiting) points identified by
them will also be indicated.
An aspect that should be mentioned here is the limitation of studies found regarding the
variability of the journals in which they are published. When research was carried out either
in the databases or in the search engines used, although of excellent quality, the works were
restricted to a single scientific journal.
The first of them is by Piancastelli et al. (2021). For the authors, RE lacks
methodologies that are consonant with its theoretical-epistemological paradigms. According
to them, few studies that result in educational products aimed at the field itself are produced.
In fact, in this research, as already mentioned and it is possible to observe so far, there are
great limitations in productions of this type.
In the case of Piancastelli et al. (2021), a game proposal for a pedagogical game was
presented in which parasitology could be worked on more attractively and efficiently, since
the teaching of this topic in basic education, according to them, is restricted to providing
knowledge of the pathogen, vector, host, and presentation. Of disease cycles and how it is
possible to prevent it. All these subjects are dealt with traditionally, without any connection
with the social context in which this information is transmitted.
From this bias, the topic addressed in the article was Chagas' disease and the proposed
game was called Barbeiragem. The authors pointed out that the aforementioned
trypanosomiasis was chosen because of its still very expressive numbers and because,
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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according to the World Health Organization (WHO), it is a neglected tropical disease. In the
region of Minas Gerais, it is still considered hyperendemic and with high morbidity and
mortality. Twenty-two students from the Degree in Rural Education, with an emphasis on
Life and Nature Sciences, from the Federal University of Minas Gerais (UFMG) participated
in the proposed activity.
The results found by the researchers revealed a good acceptance of the game, verified
from the positive opinions that were registered. For them, there is the expectation that the
proposed activity can, with playful characteristics and carried out outside the classroom, assist
in the training of teachers and serve as a didactic resource for use in the communities in which
they will work.
In another study, the central theme was science teaching (Melo, Batista & Camargo,
2021). The research was carried out in a rural school located in a traditional community in a
municipality in Amazonas (AM) and the objective was to discuss in what proportion the
combination of traditional and popular knowledge about plants contributes to the
development of scientific education of students of a riverside school in the south of
Amazonas. Fifteen students from the 7th, 8th and 9th grades of Elementary School
participated and the investigation took place through questions, practical classes and
drawings.
The authors found the existence of a wealth of information about plants in the
knowledge already existing in the students' lives. They also highlighted the importance of
articulating this knowledge or lived experience in combination with scientific knowledge for
teaching and learning in Natural Sciences.
Such findings reinforce an aspect widely discussed in this article and found in the
various works with the theme Rural Education, that is, the importance of not neglecting the
knowledge acquired by those who throughout their lives have learned or acquired practical
and direct information from the field. field, but contextualizing or adapting them to what is
being taught at a given moment. The premise of a unique knowledge as valid, of an educator,
teacher, teacher holding it and a student, student receiving and not questioning received
information has been unacceptable for a long time.
The next article was produced “Purely traditional education” by Mora, Gomes and
Barbado (2021) aimed to characterize a state rural school located in a district of Paraná (PR)
regarding environmental education and sustainability. The research was carried out through
documentary research, environmental perception and focus group analysis.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
methodologies proposals for the teaching of specific content…
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The authors identified notable points linked to the sustainability tripod. In terms of the
environment, there was a lack of actions aimed at environmental education, in addition to a
few correct environmental practices. Regarding the social aspect, there was a lack of feeling
of belonging in the school community, a precarious appreciation of the teaching and learning
process and an abandoned vegetable garden. In the economic aspect, they observed financial
difficulties in the families.
Regarding the teaching of Natural Sciences, in general, the importance of discussing the
integration of knowledge in Rural Education based on methodologies that consider the social,
cultural, and environmental knowledge of students was highlighted.
Final considerations
The first objective of this paper was to present information related to the training of
teachers and teachers focused on Rural Education. A first conclusion is that there is a
tendency that RE disciplines when they are not mandatory in undergraduate courses are not
selected to be taken. From this finding, the researchers suggested that they be part of the list
of mandatory subjects to be taken. For this, the pedagogical project of a course must be
reformulated.
This discipline must invariably be planned and executed considering the existence of
experiences carried out in loco in rural schools and communities related to it. The idea is that
the teaching and learning process does not distance itself from the peasant reality.
Regarding research on this topic, there is a great scarcity of research and scientific
productions that result from them. At least in part, the reason for this has been attributed to an
equal lack of funding from research agencies, as courses, research groups, and postgraduate
programs in Rural Education have increased significantly in number, but their scientific
productions have not increased at the same time.
The second objective of this article was to elucidate examples of proposals for
pedagogical methodologies of specific content in rural schools. Findings showed that again
there is a very important shortage of productions in this context. The hypothesis is that it
would be possible to find activities carried out in practice in rural schools that could be
replicated in reality and in the reader's place of action. However, the few references found
addressed activities related to science and biology. Themes such as sustainability and some
diseases that specifically affect rural people are those that are almost exclusively found.
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
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Although unquestionably relevant, it is also essential that subjects such as Portuguese
and Mathematics are contemplated due to their importance in the inclusion of the public that
is part of Rural Education in society in general, whether for social, cultural, or even economic
reasons.
In this way, it is recommended that researchers and research groups that work in the
field of Education in the Countryside invest in projects that evaluate in practice how the
teaching and learning process has taken place and whether the results have been in line with
what is desired or recommended in the RE.
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i
Legal category used by the Brazilian State since the promulgation of the Federal Constitution of 1988, aiming
to ensure definitive property ownership to rural black communities with their own historical trajectory and
specific territorial relations, as well as black ancestry related to the slavery period (Silva, 2021, author's
translation).
ii
In the perception of teaching as a practical activity that promotes educational exchanges to guide in a certain
direction the influences that are exerted on the new generations (Sacristán & Gómez, 2007, p. 81, author's
translation).
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and experience report of pedagogical
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iii
Learning understood as a process of giving meaning and meaning to the situations in which the individual
finds himself. Under the observable manifestations, processes of discernment and intentional pursuit of goals and
targets develop (Sacristán & Gómez, 2007, p. 33, author's translation).
Article Information
Received on January 06th, 2021
Accepted on September 03th, 2021
Published on October, 29th, 2022
Author Contributions: The author was responsible for the designing, delineating, analyzing and interpreting the data,
production of the manuscript, critical revision of the content and approval of the final version published.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
No funding.
How to cite this article
APA
Silva, R. M. (2022). Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and
experience report of pedagogical methodologies proposals for the teaching of specific content. Rev. Bras. Educ. Camp., 7,
e13712. http://dx.doi.org/10.20873/uft.rbec.e13712
ABNT
SILVA, R. M. Characteristics of teaching practices in Rural Education: analysis of actions related to teacher training and
experience report of pedagogical methodologies proposals for the teaching of specific content. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 7, e13712, 2022. http://dx.doi.org/10.20873/uft.rbec.e13712
