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Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
Open Access. This content is licensed under a Creative Commons attribution-type BY
Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e14037
Rural Education and teacher professionalization
challenges in Northwestern Rio de Janeiro State
Francisca Marli Rodrigues de Andrade1, Marcela Pereira Mendes Rodrigues2, Jacqueline de Souza Gomes3
1, 2, 3 Federal Fluminense University - UFF. Northwestern Fluminense Institute of Superior Education (INFES). Postgraduate
Program in Teaching (PPGEn / UFF). Avenida João Jasbick, s/no, Bairro Aeroporto. Santo Antônio de Pádua - RJ. Brazil.
Author for correspondence: marli_andrade@id.uff.br
ABSTRACT. The aim of the present article is to analyze Basic
Education teachers’ professionalization in three rural schools in
Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil.
The adopted methodology followed the participatory
observation, which allowed experiences lived in the investigated
schools from 2015 to 2019 to raise data diversity. Most of all
research results have shown abandonment by the public
authorities regarding schools’ infrastructure, teachers’ initial and
continuing training, as well as lack of both political-pedagogical
projects and teaching/learning practices based on the principles
set for Rural Education and the Pedagogy of Alternation. All
these missing elements have impact on teaching autonomy and
lead to the degradation in the identity and geography of
communities that have attended and still attend to these schools.
Keywords: rural education, teacher professionalization,
pedagogy of alternation.
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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Educação do Campo e os desafios da profissionalização
docente no Noroeste Fluminense – Rio de Janeiro
RESUMO. O presente artigo tem como objetivo analisar a
profissionalização de docentes da Educação Básica em três
escolas do campo, localizadas no município de Santo Antônio
de Pádua – RJ. Metodologicamente, adotamos a observação-
participante, por meio da qual as vivências nas escolas
pesquisadas, durante o período de 2015 a 2019, suscitaram uma
diversidade de dados. Enquanto resultados mais significativos, a
pesquisa evidencia o abandono, por parte do poder público, no
tocante à infraestrutura das escolas, à formação inicial e
continuada de docentes; bem como, à falta de projetos políticos-
pedagógicos e de práticas de ensino e aprendizagem pautadas
nos princípios da Educação do Campo e da Pedagogia da
Alternância. Todas essas ausências geram impactos na
autonomia docente e na desterritorialização – identitária e
geográfica – das comunidades que frequentavam/frequentam
essas escolas.
Palavras-chave: educação do campo, profissionalização
docente, pedagogia da alternância.
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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Educación Rural y los desafíos de la profesionalización
docente en el Noroeste Fluminense – Rio de Janeiro
RESUMEN. El presente artículo tiene como objetivo analizar la
profesionalización de los profesores de Educación Básica en tres
escuelas rurales, ubicadas en el municipio de Santo Antônio de
Pádua – Rio de Janeiro, Brasil. Metodológicamente, adoptamos
la observación participante, por medio de las culas las
experiencias en las escuelas encuestadas, durante el período de
2015 a 2019, posibilitaron el acceso a una diversidad de datos.
Como resultados más significativos, la investigación destaca el
abandono, por parte de los poderes públicos, en cuanto a la
infraestructura de las escuelas, la formación inicial y continua de
los docentes; así como la carencia de proyectos político-
pedagógicos y de prácticas de enseñanza y aprendizaje basados
en los principios de la Educación Rural y de la Pedagogía de la
Alternancia. Todas estas ausencias generan impactos en la
autonomía docente y en la desterritorialización – identitaria y
geográfica – de las comunidades que asistieron/asisten a estas
escuelas.
Palabras clave: educación rural, profesionalización docente,
pedagogía de la alternancia.
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Between Pedagogical Ruralism and Rural Education: disputes in question
The symbolic and physical struggles set for land in Latin America, which are the
inheritance from colonialism, are marked by inequalities and social exclusion. The country
side in Brazil is a multidimensional territory surrounded by dilemma and challenges
concerning the historical discussion about public policies focused on rural populations. This
discussion, despite the significant advancements in legal frameworks, still follows a path of
abandonment towards rural populations. In order to oppose such reality, rural populations
have been getting politically organized into collectives and social movements since the 1960s
to report the silence and negligence by governmental bureaus (Ribeiro, 2013). Rural
populations have been claiming for an education focused on their own social interests and
social-historical demands over the organization of these collectives, which, in their turn, aim
the development of rural communities, but from perspectives other than the logics adopted by
the capital.
Rural peoples use their ethnic-racial and identity diversity to materialize the sense that
“the paradigm of the Rural Education rose from the struggle for land and for the agrarian
reform … this fight creates and recreates the peasantry yet in formation in Brazil” (Fernandes
& Molina, 2004, p. 39). According to the ideological differentiation process, it is essential
highlighting that the landholding structure in place in Brazil allows public policies focused on
education aimed at the rural context to be guided by the hegemonic logics mainly contributing
to “uproot” rural peoples from their territories. The education proposition thought by the
governmental spheres to rural populations remained and are still bond to the prejudice
concept, since it does not take into account knowledge resulting from labor, mainly from
farmers’ work (Ribeiro, 2013). For a long time, one could witness, and still does, the
pedagogical perspective of Countryside Education, whose political aim emerges as the
attempt to integrate rural populations to the capitalism-development progress (Arroyo, 2012
& Caldart, 2012).
From the capitalist developmental perspective, “the traditional rural paradigm chooses,
selects, what is interesting as economic and cultural model, by favoring logical operations to
produce a given reality that validates its own choices and that makes them universal”
(Fernandes & Molina, 2004, p. 39). Different from the proposition of the Rural Education
Policy, the Countryside Education is conceived from the pragmatic and utilitarian perspective,
which is appropriate to the hegemonic logics and models of economic development, whose
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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bases are substantiated by the interests of the dominating classes (Azevedo, 2007).
Accordingly, the Countryside Education based on these concepts ignores the knowledge of
rural populations, which are acquired through the work with earth, turns these individuals into
aliens of their own work and territory. These concepts gained significant political strength in
the 1930s and 40s, and were used to point out a line of thinking known as “pedagogical
ruralism” (Arroyo, 2012).
The pedagogical ruralism aimed at favoring the migratory movement of the rural
population to urban centers – rural exodus. Thus, it helped the “sense of man’s fixation to the
field to romantically highlight an education aimed at the country’s ‘vocation’, which was
understood as agrarian” (Antonio & Lucini, 2007, p. 179). Therefore, the pedagogical
ruralism, as formation movement, planned propositions for the school education of rural
populations (Antunes-Rocha, 2011). Moreover, it has set a strong position towards education
for populations living in the countryside. Given such a phenomenon, one finds two essential
differences between these two education models; they are made real within the list of
divergent interests and in their historical subjects; in other words, the Countyside Rural
Education and the Rural Education. In light of the foregoing, we must point out that “the
Rural Education has been created for the rural population, so that the paradigms can protect
different territories” (Fernandes & Molina, 2004, p. 32).
Besides the herein listed differences, the Rural Education introduces an education
proposition that focuses the social and historical process applied to individuals living in the
countryside (Caldart, 2012). Thus, its aim is to break up with the concept of Countryside
Education that remains available for rural peoples in several Brazilian territories (Andrade et
al., 2019). Therefore, thinking about the Rural Education implies analyzing the multiple
questions still observed in the peasant territory. In other words, it demands thinking the
“countryside and its people, its way of life, labor organization and geographic space, its
political organization and cultural identities, festivities and conflicts” (Fernandes & Molina,
2004, p. 38). Understanding the multiple dimensions of the Brazilian rural territories and
territoriality allows identifying the main features of rural populations in order to drive their
public policies to, consequently, fulfill their specificities (Bavaresco & Rauber, 2014). About
this topic, Caldart (2012, p. 261) emphasizes that:
Although the Rural Education remains in the limit spaces of struggles for public policies, its
constitutive relationships structurally bonds it to the movement of contradiction at the
agrarian issue scope, to projects linked to agriculture or to rural production, to the
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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technological matrix, to labor organization in the countryside and in the city… Disputes get
stronger or get even more exposed when they enter the political debates, since they get to the
field of the aims and concepts of education in the countryside, in society and in mankind.
The proposition of an education aimed at rural peoples rises from claims by individuals
and collectives. Thus, when we talk about Rural Education it is inevitable not to think of
social struggles, of labor leader characters and of subjects of pedagogical actions (Machado,
2017). Therefore, Rural Social Movements, by claiming for an education focused on their
needs and interests, embody the main role of formulating public policies “as political authors-
subjects of policies” (Arroyo, 2012, p. 360). It happens because the Rural Education emerges
“as social struggle for farmers’ access to the rural workers to education (rather than to any
education), which is developed by themselves, not only in their behalf. The Rural Education
is not for, but actually, from peasants” (Caldart, 2012, p. 261). This key part ends up stressing
the public spheres, such as the Ministry of Education and other bureaus focused on
formulating and analyzing the State policies, when it comes to the creation of policies to
acknowledge social movements (Arroyo, 2012).
The construction of struggles by social movements for the right to education led to
Decree n. 7352, from November 4, 2010, among some of the most relevant ones. This
document not only enacted the Rural Education Policy, but also led to the claim for the
elaboration of the National Program of Rural Education (Pronacampo). Moreover, this decree
was the very basis for the implementation, in 2012, of the Program to Support Higher
Education in Rural Education (Procampo) (Andrade et al., 2019). The Procampo agenda
defined that teachers’ formation would be mediated by a formative matrix based on some
specificities, in order to make it different from the other teachers’ formation courses. Among
these specificities we highlight the differentiated formation spaces/times; i.e., University Time
(UT) and Community Time (CT), as pointed out by Molina and Hage (2015, p. 137):
Discipline matrix organization in this major degree foresees face-to-face stages
(corresponding to the semester in regular courses) offered under alternating regime
between School Time and Community Time, given the intrinsic articulation between
education and the specific reality of rural populations.
The articulation of these spaces/times represent the attempt to address multiple
formation possibilities; among them, one finds the epistemic approximation between rural and
academic knowledge. Besides the epistemological issue, it is important emphasizing the
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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symbolic and political value of having rural populations attending college. Such presence is
materialized in the construction of formation programs to respond to particularities and
singularities deriving from the historical process that has excluded the access to education to
the working class in the countryside and to traditional peoples (Molina & Freitas, 2011). It is
so, because the Brazilian structural organization meets the hegemonic interests that have
historically marginalized rural populations by posing on them a rural education that denies
them the right to their own culture, to their work and bond to the land (Ribeiro, 2013).
Therefore, the physical presence of these individuals in academic spaces – not just as research
subjects – would challenge the Brazilian social structure.
Research conceptual and methodological arrangements
From other aspects, the challenge of thinking rural educators’ professionalization at
Basic Education scope, based on experience, means making it possible developing resistance
strategies within the brutal scenario of closing rural schools and of denying the right to
education (Andrade & Rodrigues, 2020). Accordingly, it is essential discussing rural
educators’ formation and, consequently, the impact of such a formation on the actions taken
by teachers who understand the complexity of the agrarian issue in Brazil. In light of the
foregoing, the pedagogical proposition of the Rural Education highlights that “the very root of
everything is the human being within its humanization process” (Arroyo, 2012, p. 359). Thus,
this proposition makes it possible for teachers to develop their reflection skills – as
emphasized by Oliveira (2016) – to apply them to the main social, economic and
environmental issues affecting society; in other words, it makes available knowledge as
context analysis instrument to make the pedagogical practice effective.
Understanding the national scenario linked to Countryside Education and Rural
Education models makes us willing to enter the particularities and local features of territories
where one sees the construction of the Rural Education. From this perspective, the aim of the
present study is to discuss the professionalization process experienced by Basic Education
rural teachers, and its influence on the construction of humanizing pedagogical practices
capable of constructing decolonial and counter-hegemonic pedagogical perspectives. The
development of such a research derived from the will to assess the still little explored reality
of the Brazilian field education; i.e., the conditions for teachers’ employability and formation
in three rural schools. These schools are located in Santo Antônio de Pádua County, Rio de
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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Janeiro State, Brazil, within a territory encompassing a significant population that lives in the
countryside – approximately 10% of the total population –, a fact that demands specific
educational public policies (IBGE, 2010)1.
Back in 2015, Santo Antônio de Pádua City was granted with the implementation of the
Interdisciplinary Course in Rural Education at Fluminense Federal University (UFF). From
that time, onwards, this course has been articulating and developing approximation processes
aimed at rural schools in the region; therefore, it has been setting dialogues to reinforce the
struggle for Rural Education in the city and region. These processes have started in the second
semester of 2015, based on the elaboration of a map of schools in the country. Subsequently,
it aimed visits to the field, which were supervised by the courses’ professors; these visits took
place in the following schools: Alice do Amaral Peixoto, João Neves Brum and Anacleto
Eccard Júnior – these two last schools were closed in 2017. These visits were the very basis
for the later development of the current research, which followed the collective formative
perspective during the academic trajectory resulting from the course; thus, it comprises the
temporal cut from 2015 to 2019.
Research elaboration encompassed a feature of Rural Education courses; i.e., the
construction of collective aimed at “producers-researchers [focused on] knowledge about the
very formation practices either in the courses, in research, in the country side, in time, in
community or in the rural social, political, cultural and pedagogy of its peoples and
movements” (Arroyo, 2012, p. 364). Accordingly, the aim of the research is to assess the
professionalization process experienced by Basic Education teachers in three schools, in
Santo Antônio de Pádua County – Alice do Amaral Peixoto, João Neves Brum and Anacleto
Eccard Júnior. Thus, we have adopted the participatory observation methodology; therefore,
we focused experiences lived in these schools that have led to data diversity, which were
synthesized in a field journal. However, we will also herein recue seven analytical categories
that are closely related to Basic Education teachers’ formation in the countryside, namely:
teachers’ employability conditions, initial formation, continuing formation, teachers’
autonomy, teaching/learning practices, Pedagogy of Alternation, multi-grade classes.
Participatory observation was herein adopted as data collection method, since it is the
proper methodology to apprehend, understand and intervene with several contexts where
researcher’s displace in (Mónico et al., 2017). Accordingly, we agreed that the participatory
observation “is mainly appropriate to exploratory and descriptive studies, as well as to studies
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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aimed at generating interpretative theories” (Lima, Almeida & Lima, 1999, p. 132).
Throughout our experiences in rural schools, observation was the fundamental investigation
element and it was translated into an articulating axis between theory and practice. The
flexibility of this approach allowed the approximation to the daily routines of the school
community and to their representations, and to the historical and sociocultural dimension of
its processes (Mónico et al., 2017). Therefore, we engaged in following-up and recording all
data related to research aims in a field journal during the conduction of the empirical study.
These data were organized and synthesized, and their analyses were carried out based on a
bibliographic review linked to the epistemological field of the Rural Education and to
Decolonial Studies.
Formation of rural teachers: between absence and insipience in the construction of rural
schools
The approval of Operational Guidelines for Basic Education on Rural Schools –
CNE/CEB Resolution 1, from April 3, 2002 – was essential to ensure investments in the
provision of Rural Education. However, this essential element does not reflect the observed
reality, mainly if we look to the insignificant number of formation programs aimed at rural
teachers before Decree n. 7.352/20102. Along with other elements, this lack of significance
has been showing one of the challenges posed to the institutionalization of pedagogical
concepts and Rural Education policies in Brazil. In other words, it highlights the statement
that “the specificity of rural teachers is no longer questioned, but ensured” (Arroyo, 2007, p.
164). Nevertheless, after two decades of their approval, these Operational Guidelines, and
more than one decade after Decree n. 7.352/2010, governmental spheres still face a hard time
materializing the Rural Education, to the detriment of the concept of Countryside Education.
These difficulties will be introduced below.
Teachers’ formation and their employability conditions in the three assessed schools
Based on the combat of educational disadvantages listed in the basic document of
Procampe, Molina and Antunes-Rocha (2014, p. 226) restate that “the needs observed in rural
schools’ demand professionals with quite broadened and wide formation, who are capable of
understanding a whole series of educational and deforming dimensions found in the stressing
reality experienced in the countryside nowadays”. That said, teachers who work with rural
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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populations must have a formation that makes them skilled enough to understand the severity
and complexity of capital accumulation in the countryside, by understanding that these
processes interfere with the reality of the rural territory (Molina & Antunes-Rocha, 2014).
Accordingly, based on these references, we have defined the following categories as the main
ones for the herein conducted analysis: initial and continuing formation, the employability
conditions of teachers working in the three rural schools in Santo Antônio de Pádua City. This
information is organized in Chart 1.
Chart 1 -Teachers’ formation and professionalization.
Escolas Quantitativo
de docentes
Regime de
trabalho
estatutário
Formação em
cursos de
graduação
Nome do
curso de
Graduação
Formação
continuada
em Educação
do Campo
Escola Alice do
Amaral Peixoto 4 docentes
✘
✔
Pedagogia ✘
✘
✔
Pedagogia ✘
✘
✔
Informática ✘
✘ ✘ ------ ✘
Escola João
Neves Brum 3 docentes
✘
✔
Pedagogia ✘
✘
✔
Pedagogia ✘
✘
✔
Pedagogia ✘
Anacleto Eccard
Júnior 1 docente ✘
✔
Pedagogia ✘
Aspectos Observados
Escolas
Autonomia
docente –
materiais didáticos
Práticas de
ensino e
aprendizagem
Presença do
regime de
alternância
Classes
multisseriadas
Escola Alice do Amaral
Peixoto ✘ ✘ ✘ ✔
Escola João Neves
Brum ✘ ✘ ✘ ✔
Escola Anacleto Eccard
Júnior ✘ ✘ ✘ ✔
Schools
Number of
teachers
Statutory
labor
regime
Graduation
formation
Graduation
course’s
name
Continuing
formation in
Rural
Education
Alice do Amaral
Peixoto School
4 teachers
✘
✔
Pedagogy
✘
✘
✔
Pedagogy
✘
✘
✔
Computer
Studies
✘
✘
✘
------
✘
João Neves
Brum School
3 teachers
✘
✔
Pedagogy
✘
✘
✔
Pedagogy
✘
✘
✔
Pedagogy
✘
Anacleto Eccard
Júnior School
1 teachers
✘
✔
Pedagogy
✘
Source: Elaborated by the authors. Research data (from 2015 to 2019).
Data presented in Chart 1 highlight that most teachers who work in these three assessed
rural schools – all of them belonged to the female sex – have college degree. This evidence is
an antagonistic diagnostic in comparison to the national context, since most teachers working
in rural areas in Brazil do not have a higher education degree3. However, none of these
professionals have attended any sort of initial and/or continuing formation program, mainly
when it comes to Rural Education. We understand that, given the specificity of the political
project proposed for Rural Education, the major in Pedagogy – the course attended by 6 of the
8 teachers who work in these three schools – is not enough to fulfill the demands of the school
communities. Actually, it is the opposite; there are cases in which it makes the understanding
about the importance of the Pedagogy of Alternation for the dynamics of rural schools harder,
since many pedagogy students graduate without attending any discipline about Rural
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Education over their formation period. Therefore, it does not regard commitment, but
technical formation, something that was added to the discipline matrix of the Pedagogy
Course at Faetec3; this institution formed most of these teachers.
Based on the literature, rural schools need “committed educators, who have theoretical
and practical conditions to deconstruct the practices and ideas that forged the rural medium
and school” (Molina & Antunes-Rocha, 2014, p. 226). Moreover, the normative frameworks
of Rural Education point towards the essentiality of educators working in rural contexts to
know the specificities of the Rural Education; therefore, they must be able to add the
theoretical and methodological elements of the Pedagogy of Alternation to school routines
(Brasil, 2010). The records of dialogues with teachers in these three assessed rural schools
point out two main issues related to professionalization, namely: a) professionals only have
little knowledge about the political and pedagogical proposition of the Rural Education; b)
these teachers state that they do not identify themselves as country side educators. In other
words, these teachers did not have an approximation relationship with the rural setting,
neither with social movements.
Research information has made us reason about the likely perspectives that would give
us a clear explanation for the lack of bonds between these educators – about the life and work
in the countryside - and the populations they work with. The following two hypotheses were
taken into consideration as possible perspectives: a) high teachers’ turnover in rural schools
within the assessed context; b) lack of academic formation in Rural Education and of political
participation in social movements. With respect to the first hypothesis, we have pointed out
the reflexes of teachers’ employment bonds based on outsourcing contracts; it means that they
only teach in the assessed schools for a pre-determined period-of-time. In other words, they
are not statutory teachers; therefore, they do not enjoy effectiveness in their positions. Thus,
teachers’ high turnover rates in these schools can be the element making the bonds with the
countryside, with the community and with the proposition to root these communities in their
lands harder to be accomplished.
The high turnover rates in the assessed schools reinforced the thesis by Ribeiro (2013,
p. 124), who highlights that “as these teachers get to broaden their formation, they claim for
transference to schools in urban zones; therefore, it keeps the precariousness of teaching
provided by rural schools”. With respect to this topic, results in the study by Santos (2019)
make it clear that most of the time teachers use improvised strategies due to lack of specific
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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formation for working in the countryside; these strategies end up being the only way for them
to work with their students. This author also adds that these improvisations “get wider and
compromise the practices that, oftentimes, do not have consistent theoretical-methodological
references focused on the Rural Education reality” (Santos, 2019, p. 21).
As for the second hypothesis, and based on data recorded in the field journal, regardless
of the high turnover rates, teachers in these schools do not have specific and/or continuing
formation in Rural Education, neither have bonds to social movements. This lack of
involvement and information have significant impact on these teachers’ professionalization
policies, so that they do not join part of the ideas building the pedagogical proposition and
policies of the Rural Education. Research information suggest that we must take into
consideration that the Rural Education consists of starting from claims and struggles by social
movements; therefore, teachers in the countryside have to get a broader understanding of their
political responsibility. In other words, these professionals must have class awareness, since
they also exert the function of defending differentiated education rights for peasant
populations. According to Molina and Freitas (2011, p. 28):
It is essential forming educators within the very rural communities; besides knowing and
valuing them, they also must be capable of understanding the social reproduction processes
experienced by countryside individuals and put themselves in rural communities during their
struggle and resistance processes focused on their permanence in the land.
Social movements in the countryside articulate strategies to overcome the presence of
educators who do not have bonds to the countryside based on their resistance and struggle
processes for land. These strategies are substantiated by claims for continuous investments in
public policies for rural teachers’ initial and continuing formation (Caldart, 2012). Thus,
Rural Education Major Degrees, also known as LEDOCs, have been helping the teachers’
formation policies, so that “one of the main features of this major degree lies on the fact that
its starts from the full view of social relationships those aiming to teach are inserted in”
(Molina, 2017, p. 602). Accordingly, it is important highlighting the relevance of rural
teachers’ formation in order to change the reality they work in; as well as to broaden the
perspectives associated with the struggle for land. Results recorded by Oliveira and Santos
(2018, p. 122) corroborate this idea when they state that “teachers must learn to reason and
think about their pedagogical practices during their formation process in order to make
students acquire knowledge, and a critical and autonomous conscience”.
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Still, about the formation policies, Molina (2017) points out that LEDOCs’
contributions also reflect on the post-graduation scope, since they echo on different orders.
Therefore, it is known that the major degree in Rural Education has emerged as essential to
the transformation process when it comes to teachers’ formation and professionalization
principles. Although the reality in the three herein assessed schools did not show teachers
with major degree in Rural Education, the presence of students in the graduation course in
these schools, as well as research potentiated by Community Time – as highlighted by Neves
and collaborators (2019), and Andrade and Neves (2021) –, provide new elements to the
political dynamics of Santo Antônio de Pádua City. These dynamics play key part “in the
materialization of formation process and in the consolidation of a given rural teacher profile,
which gets consolidated as its pedagogical action and political interventions in the very
struggles of peasants” (Molina & Antunes-Rocha, 2014, p. 233).
Teaching and learning in the assessed schools: Countryside Education approaches as
colonial features
The construction of discipline matrix organization and of teaching/learning practices in
compliance with the specificities and interests of the peasant population emerges as recurrent
agenda within the prospection of the Rural Education Policy. With respect to the struggle for
rights and, therefore, for the right to education, it is essential pointing out the relevance of
rural teachers’ formation and action, which must be built from experiences lived by the
communities. This understanding will allow anticipating communities due to subtleness
operating in political interests in public policies, mainly in those focused on countryside
emptying. In order to stop such emptying, Decree n. 7.352, from November 4, 2010, provided
on the Rural Policy and on the National Program for Education in the Agrarian Reform –
PRONERA – in its art. 2, where it introduces some of the basic principles of Rural Education:
I – respect to diversity in the country at its social, cultural, environmental, political,
economic, gender, generational, race and ethnic aspects;
II – incentive to the formulation of political-pedagogical projects specific to rural schools by
encouraging the development of school facilities as public spaces for the investigation and
articulation of experiences and studies focused on economically fair and environmentally
sustainable social development linked to the labor world;
III – development of education professionals’ formation policies focused on the
understanding of rural schools’ specificities by taking into consideration the concrete
conditions for the social production and reproduction of life in the countryside;
IV – valuing the identity of the rural school based on pedagogical projects substantiated by
proper discipline matrix contents and methodologies for the real needs of rural students, as
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well as flexibility in schools’ organization, including school calendar adjustment to the
agricultural cycles and to the climatic conditions;
V – social control of school education quality based on effective community participation
and on countryside social movements.
By taking into account the previously cited references and the experience acquired from
the time spent in the three rural schools, we aimed at analyzing how schools Alice do Amaral
Peixoto, João Neves Brum and Anacleto Eccard Júnior address the basic principles driving
the Rural Education. In order to do so, we have set four analysis categories, namely: a)
teachers’ autonomy towards contents; b) educational practices; c) Pedagogy of the Alternation
and d) multi-grade classes. The aim of this analysis was to enter some fundamental questions
featuring the imposition of Countryside Education in rural schools; in other words, the
distancing of the official discourse from the concrete practice experienced in each community.
Thus, it aimed at confronting the Euro-centered and Urban-centered concepts that tend to
impose a unified representation of school as it acts to promote rural exodus. This exodus is
made feasible by State’s omission and negligence, which denies the possibility of countryside
populations permanence in their lands.
Chart 2 - Elements featuring the teaching/learning practices.
Observed aspects
Schools
Teachers’
autonomy –
didactic materials
Teaching/learning
practices
Presence of the
alternation
regime
Multi-grade
classes
Alice do Amaral
Peixoto Schools
✘
✘
✘
✔
João Neves Brum
Schools
✘
✘
✘
✔
Anacleto Eccard
Júnior Schools
✘
✘
✘
✔
Source: Elaborated by the authors. Research data (from 2015 to 2019).
In order to discuss the first aspect, it is important to have in mind our experiences in the
three assessed schools, we have observed that all these schools mainly attend countryside
students and are geographically located in rural areas; i.e., they gather requirements for the
acknowledgement of their identity as rural schools (Brasil, 2010). However, they did not
offer, or still do not offer, a teaching process focused on the specificities of the countryside
population and on their territoriality. Moreover, they were not acknowledged by the municipal
governmental agencies as rural schools. Thus, Decree n. 7.532/2010, in its Art. 2, item IV,
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highlights that the principles of the Rural Education are the “valorization of the rural school’s
identity based on pedagogical projects encompassing discipline matrix contents and
methodologies adjusted to students’ real needs … including the adjustment to agricultural
cycle and to climatic conditions” (Brasil, 2020).
Research data point out that the teaching processes available in the three assessed
schools are not different from the discipline matrix adopted in urban schools; therefore, they
do not fulfill the principles provided at legislation scope. In any case, as justification for such
amplification of the pedagogical ruralism concepts, teachers and schools’ management report
that basic education evaluations applied to students, carried out by the Federal Government,
classify students’ performance based on a pre-set urban logic. In other words, contents in the
tests do not comprise the differentiated principles provided on, and established in, legal
instruments substantiating the Rural Education (Brasil, 2010; 2020). These data have allowed
us to understand that two contradictions had to be inserted in the very core of our analysis: a)
the State that ensures the effectiveness of the Rural Education through legal instruments such
as Bills and Decrees do not acknowledge its Basic Education evaluation mechanisms; b)
although the Rural Education is described in normative frameworks since 2002, the three
herein assessed schools do not have political-pedagogical projects elaborated based on the
principles of it.
The two clarified contradictions are amplified when we identify that the didactic
materials, such as books, were, and still are, the same used in urban-zone schools. This
finding shows the strategies to reduce the autonomy and the regulation of teachers’ works, as
reported by Molina and Hage (2015, p. 131), which was claimed by the “use of didactic
materials that are ready to be used by the teachers, and by [the existence] of supervisors who
inspect their application”. We understand that the teachers’ work regulation represents serious
epistemological and psychological consequences to teachers and students when it comes to
representativeness, to self-acknowledgement, identity, territorialization and
professionalization. As for professionalization and State negligence with rural populations,
multi-grade classes emerge as a reality where “most rural schools from 1st to 4th grade belong
to the multi-grade or single-teacher type; some teachers in these schools have formation to
work with elementary school, and some, with high school” (Ribeiro, 2013, p. 124).
The national reality of multi-grade or single-teacher classrooms somehow reflects on
rural schools in Santo Antônio de Pádua. All the three assessed schools worked, and still
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work, with multi-grade classes, which are justified by the argument that the number of
students is very small. However, multi-grade classes are the strategy adopted by the municipal
public power to mitigate costs with schools, a fact that contributes to non-effectiveness of the
Pedagogy of Alternation. Accordingly, research data have shown that – based on teachers’
speech – working with this class types is difficult, because you have to prepare different class
plans to the same class. This speech is related to results recorded by Hage and Barros (2010),
who have indicated that anguish related to the organization of the pedagogical work in multi-
grade classrooms due to the teachers’ hard time organizing the pedagogical process, because
they work with the sense of gathering several grades at the same time. Thus, teachers need to
Elaborate both teaching plans and evaluation strategies for the differentiated learning of all
grades they work with. As outcome, teachers feel distressed and anxious to perform their
work the best way possible and, at the same time, they feel lost and need support to
organize the school schedule, due to a necessary situation that can involve up to seven
grades, altogether (Hage & Barros, 2010, p. 354).
Multi-grade classes experienced in the three assessed schools emerge as a challenge to
public policies focused on the countryside in the region. These classes, based on research
data, were/are constantly criticized by the teachers, because they are associated with the
representation of something negative. Therefore, it implies the construction of teachers’
professionalization, mainly when it comes to teachers’ bond to the countryside identity.
Besides these issues, based on the literature, common sense establishes several comparisons
between multi-grade classes and serial classes in the city, a fact that translates the will of
these schools to become serial; i.e., the only alternative for them to develop a high-quality
teaching-learning process (Hage & Barros, 2010). The multi-grade issue, in its turn, based on
the National Institute on Educational Studies and Research (Hage & Barros, 2010), lies
On lack of specific qualification for the involved professionals, on lack of adequate
pedagogical material and, consequently, on lack of basic infrastructure – human material and
resources – to favor the teaching activity and to ensure the effectiveness of the
teaching/learning process. Investments in these aspects could turn multi-grade classes into a
good alternative to rural areas, since it would meet the will of population for having a school
close to the students’ houses, without losing the quality of the provided teaching, mainly
when it comes to the early years of elementary school (INEP, 2007, p. 19).
However, as explained in the document elaborated by INEP, if there is infrastructure,
the necessary resources, and the necessary teachers’ initial and continuing formation in Rural
Education, multi-grade classes could also be seen as beneficial. Previous research has pointed
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out that the multi-grade system, as a whole, can favor the socialization environment during
the teaching/learning process; in other words, age and grade differences could make it
possible students’ knowledge exchange, a fact that would likely potentiate the learning
process (Teruya et al., 2013). Accordingly, in order to make sure about students effective
learning, multi-grade classes demand full dedication and greater commitment to teachers’
role. Despite all challenges concerning the multi-grade system, it can become something
positive whenever there is infrastructure followed by a pedagogical proposition and by
professionals with Rural Education qualification.
With respect to the category of teaching/learning practical analysis, the herein collected
data have shown the very profile of Countryside Education; therefore, the colonial principles
of these practices, which are substantiated by the urban paradigm. In order to detail the
elements composing this profile, we have to go back to the Decolonial Thinking, mainly to
the concept introduced by Walter Mignolo about coloniality and decoloniality, which name a
complex set of power relationships. According to Mignolo (2017, p. 13), coloniality emerges
as “a ‘power matrix or colonial standard’, that is a complex of relationships that hide
themselves behind the rhetoric of modernity (the report of salvation, progress and happiness)
that justifies violence by coloniality”. In order to face such a violence, this author highlights
that “decoloniality” is the necessary response either to fallacies and fictions observed in the
promises of progress and development encompassed by modernity, such as coloniality’s
violence” (Mignolo, 2017, p. 13).
The aforementioned and described concepts are essential to pinpoint coloniality’s
different perspectives of power, knowledge and being, as well as its impact on the lives of
political minorities and on nature. These concepts are important to help us understand and
analyze the subordination and exclusion process applied to the ways of being, thinking and
acknowledging the particularities of populations living in the countryside. According to
Quijano (2005, p. 115), the coloniality logic is based on “a specific rationality or knowledge
perspective that became globally hegemonic by colonizing and overcoming all other previous
or different ones, and their respective concrete knowledge”. Thus, it is clear that either the
teaching/learning practices or the evaluations set by the federal government in the assessed
rural schools start from Eurocentric epistemic logics, and from the assumption of embodying
marginalized representations and cultures that only reinforce the colonial stereotypes and
processes, mainly those related to racialization” (Oliveira & Candau, 2010).
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Based on research data, we can relate the knowledge of colonial logics to perpetuate an
education model that forces subjects living in the countryside to adjust to educational models
based on urban paradigms. More precisely, there is no effective consolidation of an
educational policy of Rural Education. The State insists in subordinating the different
knowledge observed in rural areas by imposing a minimum discipline matrix and standardized
evaluations that deny the way of being and knowing of countryside populations, and their
singularities. Oliveira and Candau (2010) point out that the guidelines explicitly formulate
political perspectives to acknowledge different political, cultural, social, historical and
environmental aspects. However, they also propose “as mandatory, pedagogical contents in
teaching systems that, in their turn, are featured as no traditional perspective in the Brazilian
education” (Oliveira & Candau, p. 2010, p. 32).
As the outcome of previously mentioned consequences, we must highlight that, when
we questioned whether students wanted to remain in the countryside, they often answered, no.
Their answers reflected their will to go to the city, because, according to them, the city is
“better” than the countryside. When we asked them about their statement, most of them
mentioned that such an idea is shared in the school, a fact that put us, once more, before
several challenges posed to rural schools. Part of these challenges consists in facing the
modernity/coloniality logic, when it comes to deconstruct the concept of countryside as
obsolete territory and, consequently, to fight for these populations’ permanence in their
territories. This representation of obsolete place, which derives from the coloniality concept
of being, knowing and power, has been questioned in research carried out by Arroyo (2007, p.
158), who emphasized that:
There is an idealization of the city as civilizing space for excellency, of conviviality,
sociability and socialization, of expression of political, cultural and educational dynamics.
This idealization of the city corresponds to a negative view of the countryside as obsolete
place of cultural traditionalism. These images complete each other and inspire public
educational and school policies, and inspire most legal texts. The urban paradigm is the
inspiration of the right to education.
The Pedagogy of Alternation emerged as alternative possibility to this coloniality
concept and to the urbancentered paradigm, since it represents one of the means to break with
this education model. However, alternation is not adopted in countryside schools in Santo
Antônio de Pádua City as methodological response to teaching, even if it is provided on
national education frameworks. According to Decree n. 7.352/2010, art. 7, item II, “the offer
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of basic education, mainly in high school and in the last stages of elementary school, and in
higher education, based on the principles of the pedagogical alternation methodology” must
be followed and ensured by federative entities (Brasil, 2010). We understand that working
with Alteration systems would represent the possibility of seeing that teachers and students in
the three herein assessed schools could have experienced the resignification of their own
realities based on their practices. It is so, because, by exchanging knowledge of life and
school environments, there is the possibility of reinforcing identities as subjects and leading
characters of a pedagogical practice.
Given the precariousness, the canceling school identities and the emptying of the
countryside, it is clear that there is the need of re-signifying the pedagogical practices of the
assessed schools to, then, reinforce their bonds to the countryside and to its identity. This
reinforcement could be made feasible, as highlighted by Ribeiro (2013, p. 239), through the
very nature of the Pedagogy of Alternation method, according to which, “work is the
educational principle of an integral human formation that dialectically articulates the
productive work to formal teaching”. Therefore, we agree that the Pedagogy of Alternation, as
decolonial proposition, criticizes the knowledge that historically occupies a subornation place
in formal education programs due to the Western profile and to Eurocentrism; therefore, of its
excluding categories.
The pedagogical practice measured by the Pedagogy of Alternation emerges to answer
to the historical demands of countryside populations for an education that fulfill their needs
and meets their interests (Caldart, 2012). In other words, it rises as a pedagogical proposition
that thinks the countryside from the perspective of the peasant class and that seeks to recover
“the essential bond between human formation and existence material production, since it
conceives the educational intension to head towards new social-relationship standards”
(Caldart, 2012, p. 263). Besides, the sense of Alternation is not more than destabilizing all and
any form of coloniality through the decolonial movement, which ensures the epistemic
emancipation; as well as from other forms of knowledge production (Andrade et al., 2019).
Consequently, it “represents the construction and a new epistemological space that includes
subordinated and Western knowledge, within a stressing, critical and more egalitarian
relationship (Oliveira & Candau, 2010, p. 27).
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Conclusions
The present research made it clear that the three assessed rural schools in Santo Antônio
de Pádua City, Rio de Janeiro State, Brazil, are not different from the national reality; they are
in the very core of strategies to strangle the quality of the Rural Education. These schools
were abandoned by the public power; therefore, they show the fragility related to some
aspects, such as: a) infrastructure; b) teachers’ initial formation and continuing formation in
Rural Education; c) pedagogical practices that encompass different realities students and
social contexts schools are inserted in. As its main results, the research highlights that almost
all teachers acting in these schools have college degree. However, such a datum is irrelevant,
since these teachers do not identify themselves as countryside teachers and/or with the
countryside reality. This lack of identification can be associated with several aspects, mainly
to lack of specific and differentiated formation; with high turnover of teachers hired to work
in the herein assessed schools; with lack of bond to the territory and to matters that surround
the struggle for the Rural Education; among others. All these missing elements make it hard
to develop pedagogical practices that encompass the demands and specificities of countryside
populations.
Results have shown that teachers who act in the three assessed schools suffer with lack
of formation to work with multi-grade classes; as well as with lack of autonomy in their
educational practice. These teachers, by following the guidelines of municipal and national
education policies, work based on the discipline matrix and on the content set for Basic
Education evaluations. Accordingly, these guidelines corroborate teaching-learning practices
substantiated by the colonial logic, which excludes the way of life and knowledge of
countryside populations. Besides exclusion, this research points out that among the several
barriers to an effective Rural Education as public policy, one finds governmental agendas and
interests. Such considerations get strength due to two questions: a) Basic Education
evaluation systems are elaborated from an urban-centric logic; b) political-pedagogical
projects of the three schools were/are not elaborated based on the Rural Education principle.
The two clarified matters are associated with other research outcomes; they clarify the
negligence of governmental spheres at local and national scope when it comes to make the
Rural Education effective in Northwestern Rio de Janeiro State, which is a territory marked
by the process to close countryside schools and by the denial of the right to school education.
Based on the presented results, it is clear that the Rural Education project as ideological and
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
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political perspectives is compromised by the agendas of extermination policies set by
economic forces that determine the dynamics of struggles for land in Brazil. With respect to
the games of power focused on land accumulation, the extermination of school education
possibilities for countryside populations is part of a larger project. This project aims the
disruption of rural schools, lack of teachers’ formation and identity, of specific didactic
materials, of pedagogical practices supported by the Rural Education and of lack of Pedagogy
of Alternation, among others; this process represents the barrier to the reinforcement of an
identity forged in the work and in life in rural areas; consequently, to the permanence of these
populations in their territory. The lack of this identity affects other aspects that lead to the
‘deterritorialization’ of countryside populations, be it in the geographic field or in the
imaginary field of symbolic representations.
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Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro
State...
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1
Informação disponível em: https://cidades.ibge.gov.br/brasil/rj/santo-antonio-de-padua.
2 Para maiores informações consultar Cadastro Nacional de Cursos e Instituições de Ensino Superior: e-MEC.
Recuperado de: http://emec.mec.gov.br.
3 Informações disponíveis em:
http://portal.mec.gov.br/index.php?option=com_content&view=article&id=10402&catid=215
4 Instituição responsável pela implementação da política de Educação Profissional e Tecnológica pública e
gratuita no Estado do Rio de Janeiro, a Fundação de Apoio à Escola Técnica (Faetec), vinculada à Secretaria de
Estado de Ciência e Tecnologia, iniciou suas atividades em 10 de junho de 1997. Atualmente, a Rede atende
cerca de 50 mil alunos por ano em 117 unidades de ensino, que somam a oferta no Ensino Técnico de Nível
Médio, na Formação Inicial e Continuada / Qualificação Profissional e na Educação Superior. Maiores
informações estão disponíveis em: http://www.faetec.rj.gov.br/index.php/institucional/apresentacao-faetec.
Article Information
Received on March 03th, 2022
Accepted on February 15th, 2023
Published on March, 15th, 2023
Author Contributions: The author were 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.
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How to cite this article
APA
Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S. (2023). Andrade, F. M. R., Rodrigues, M. P. M., & Gomes, J. S.
(2023). Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State. Rev. Bras. Educ.
Camp., 8, e14037. http://dx.doi.org/10.20873/uft.rbec.e14037
ABNT
ANDRADE, F. M. R.; RODRIGUES, M. P. M.; GOMES, J. S. Rural Education and teacher professionalization challenges in
Northwestern Rio de Janeiro State. Rev. Bras. Educ. Camp., Tocantinópolis, v. 8, e14037, 2023.
http://dx.doi.org/10.20873/uft.rbec.e14037