Revista Brasileira de Educação do Campo
The Brazilian Scientific Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.2525-4863.2018v3n3p834
Tocantinópolis
v. 3
n. 3
p. 834-861
sep./dec.
2018
ISSN: 2525-4863
834
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Education of teachers from rural schools: Notes on some
actions and Programs Developed by Higher Education
federal schools in Minas Gerais State
Rita Laura Avelino Cavalcante
1
, Júlia Loren dos Santos
2
, José Elenito Teixeira Morais
3
1,2,3
Universidade Federal de São João del-Rei - UFSJ. Departamento de Psicologia. Campus Dom Bosco. Praça Dom
Helvécio, 74. São João Del-Rei - MG. Brasil.
Author for correspondence: ritalaura.cavalcante@gmail.com
ABSTRACT. This article presents some actions and programs
provided by the higher education federal schools of Minas
Gerais state in partnership with the Ministry of Education
regarding the formation of rural teachers. It is part of the
research entitled “Políticas públicas de formação do professor
das escolas do campo: uma análise da parceria MEC e as IFES
mineiras” [Public policy on the education of rural teachers: an
analysis of the partnership between the Ministry of Education
and federal institutions of higher education in Minas Gerais]. In
terms of methodology, a survey of public documents (laws,
public notices, decrees, opinions, ordinances, and pedagogical
projects), and private documents (supervisor reports collected
through semi-structured interviews) was carried out. The results
indicate that courses have been implemented in undergraduate,
graduate and regular undergraduate teacher education programs
in rural education. They show that there has been an expansion
in the provision of teacher education courses, whose
implementation has been successful, but has also faced
difficulties. However, despite some relative achievements, one
cannot affirm that public policy on the education of rural
teachers has been consolidated in Minas Gerais state, since these
actions have not yet overcome the predominant discontinuity of
public policy in recent decades.
Keywords: Teacher Education, Rural Schools, Public Policy.
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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Formação de professores da escola do campo:
apontamentos sobre algumas ações e programas
desenvolvidos nas IFES mineiras
RESUMO. O objetivo geral deste artigo é apresentar algumas
ações e programas oferecidos pelas Instituições Federais de
Ensino Superior (IFES) do estado de Minas Gerais em parceira
com o Ministério da Educação (MEC) referentes à formação de
professores do campo. Ele integra a pesquisa “Políticas públicas
de formação do professor das escolas do campo: uma análise da
parceria MEC e as IFES mineiras”. Quanto à metodologia, foi
realizado um levantamento dos documentos públicos (leis,
editais, decretos, pareceres, portarias e projetos pedagógicos) e
privados (relatos dos coordenadores colhidos por meio de
entrevistas semiestruturadas). Os resultados do levantamento das
ações e programas oferecidos pelas IFES mineiras sinalizam que
foram implementados cursos de aperfeiçoamento, pós-
graduação e cursos regulares de graduação de licenciatura em
Educação do Campo. Evidenciam que houve expansão quanto
ao oferecimento de cursos de formação, com êxitos e
dificuldades na implementação e desenvolvimento desses
cursos. Contudo, a despeito dessa expansão e dos êxitos obtidos,
não se pode afirmar que esse movimento expressou a
consolidação de uma política pública voltada à formação de
professores do campo no estado de Minas Gerais, uma vez que
essas ações ainda não superaram a descontinuidade das políticas
públicas predominante nas últimas décadas.
Palavras-chave: Formação de Professores, Escolas do Campo,
Políticas Públicas.
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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Formación de Profesores de la Escuela Rural:
apuntamientos acerca de algunas acciones y programas
desarrollados en las IFES de Minas Gerais
RESUMEN. El objetivo general del artículo es presentar
algunas acciones y programas ofrecidos por las Instituciones
Federales de Enseñanza Superior (IFES) del estado de Minas
Gerais en asocio con el Ministerio de Educación (MEC)
referentes a la formación de profesores rurales. Este artículo
integra la investigación “Políticas públicas de formación del
profesor de las escuelas rurales: un análisis de la asociación
entre el MEC y las IFES de Minas Gerais”. Metodológicamente,
se realizó una búsqueda de los documentos públicos (leyes,
edictos, decretos, dictámenes, ordenanzas y proyectos
pedagógicos) y privados (relatos de los coordinadores obtenidos
por medio de entrevistas semiestructuradas). La búsqueda de las
acciones y programas ofrecidos por las IFES de Minas Gerais
evidencia que fueron implementados cursos de
perfeccionamiento, posgrado e cursos de Licenciatura en
Educación Rural. Los resultados evidencian que hubo expansión
en cuanto al ofrecimiento de cursos de formación, con éxitos y
dificultades en la implementación y desarrollo de esos cursos.
Sin embargo, a pesar de esta expansión y de los éxitos
obtenidos, no se puede afirmar que ese movimiento expresó la
consolidación de una política pública orientada a la formación
de profesores rurales en el estado de Minas Gerais, ya que esas
acciones aún no superaron la discontinuidad de las políticas
públicas predominantes en las últimas décadas.
Palabras clave: Formación de Profesores, Escuelas Rurales,
Políticas Públicas.
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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2018
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Introduction
The formation of professors has been
one of the most recurring themes in the
educational agenda over the last decades.
However, the continuity and the emphasis
on this theme reveal its relevance and also
the difficulties to equate it with
transforming solutions (André, 2000;
Bueno, Chamlian, Sousa, & Catani, 2006;
Gatti, 2008, 2010; Antunes-Rocha &
Martins, 2009; Saviani, 2009; Bocchetti &
Bueno, 2012).
Despite the endeavour towards the
discussion about the formation of teachers,
it can be observed the number of studies
about specific, contextualized and
necessary formation of professors who
acts in schools located in rural areas. The
lack of studies about this theme is
surprisingly scary, to the extent that it
involves great demands and requires
careful treatment due to its specificities;
the academic research and the production
of methodologies that are coherent to the
rural reality should be more prominent.
However, there is, as a result of an
exercise of resistance, an appreciation of
the relevance by scholars for the
educational and political project of the
social movements in the rural areas,
which are gaining prominence in the
academic debate and are trying to
contemplate various aspects and
dimensions of rural education (André,
2000; Cavalcante, 2003, 2013; Arroyo,
2007; Baraúna, 2009; Alencar, 2010;
Souza, 2010; Antonio, 2010; Ghedini, &
de Moura Abreu, 2013; Campos, 2015;
Molina, 2015; Ovigli, Lourenço, &
Colombo Junior, 2016; Santos, 2016;
Bicalho, 2017).
Accordingly to the census done by
the IBGE (Brazilian Institute of
Geography and Statistics), in 2010, the
rural population of Brazil was
approximately 30 million people. To
satisfy the needs of the people of rural
areas, according to oficial data, there were
more than 280.000 professors working
only at elementary rural schools. It should
be stressed that only 36% of these
professors had university degree; that is to
say, approximately 64% of the professors
had only primary and secondary school
(Brasil, 2011). This shows that, even after
more than one decade of the promulgation
of the LDB (the laws that regulate
education in Brazil) nº 9.394, of 20
December 1996, and some actions and
programmes, it was still too large the
number of rural professors that did not
have university degree.
Analysing the policies for the rural
education, Santos (2007) affirms that the
concern with the formation of professors
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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that work exclusively in rural education is
still too timid. Arroyo (2007, p. 159)
summarizes with acumen the disregard of
public policies for the rural education, and
even its absence:
The policies of nucleation of schools
and of the transportation of children
and adolescents from rural areas to
city schools radicalized this practice
and this urban paradigm. The
professor wouldn’t have to travel for
hours to the rural areas, and to work
in precarious and disperse rural
schools, and it wouldn’t be necessary
any adaptation to the rural reality.
Students move to urban schools, with
urban teachers and colleagues.
Children and adolescents of rural
areas would forget their identities and
culture to be socialized with urban
childhood and adolescence, with
urban identities and culture.
Studies also point out that the lack
of public policies of formation of
professors in rural areas and the
destructuring of rural schools are parts of
the deconstruction of rural culture
(Arroyo, 2007; Molina, 2015). Given this
situation, it’s necessary to develop studies
to survey and analyze the legal
frameworks, the programmes and actions
that aim the formation of these professors.
Seeking to contribute for the
discussion about programmes and actions
towards the formation of rural professor, it
was developed, from 2014 to 2016, a
research called “Public policies for
formation of the professors of rural
schools: an analysis of the partnership
between MEC (Brazilian Ministry of
Education) and Federal Institutes of Higher
Education of Minas Gerais”, financed by
Fundação de Amparo à Pesquisa do Estado
de Minas Gerais (FAPEMIG)
i
. This article
reports some results of this research.
The general purpose of this article is
to present some actions and programmes
from MEC (Brazilian Ministry of
Education) offered over the last years by
some few Federal Institutes of Higher
Education of Minas Gerais concerning the
formation of rural professors. As specific
objectives, the research intended to: a)
show public documents such as laws,
public notices, decrees, statements and
pedagogical projects that base rural
education; b) produce and describe private
documents, specificaly obtained through
interviews with coordinators of
improvement courses, post-graduation and
graduation in rural education in the Federal
Institutes of Higher Education of Minas
Gerais.
Sequently, the article presents the
methodological paths concerning the
survey and description of public and
private documents. In the next section, it
brings a brief overview of public policies
of rural education in Brazil, presenting
laws, public notices, decrees and
statements. Subsequently, the article
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describes the incursion Federal Institutes of
Higher Education of Minas Gerais from
pedagogical projects of the offered courses
and reports of semi-structured interviews
made with the coordinators of the courses.
The last part brings the final considerations
about the research, presenting the advances
and setbacks of public policies for
formation of professors of rural schools in
Minas Gerais, embodied by the courses
that were being offered by the Federal
Institutes of Higher Education at that time.
Methodological Paths
The research is of qualitative nature,
with emphasis on descriptive analysis of
documents. These analyses were based on
the collection of two types of documents:
a) public (laws, public notices, decrees,
opinions, ordinances, and pedagogical
projects); b) private (reports of semi-
structured recorded interviews made with
the coordinators of the courses held in
person in the institutions). From the
bibliographic search of previous works
with the same topics and discussed
questions in the research group, it was
decided to do a qualitative analysis of the
documents.
In the documentary research, it was
considered as a document any written
material that can be used as a source of
information about the human behaviour
(André, 1982). In this research, the
selected documents were those of official
character published in circulation vehicles
of the Ministry of Education; other
documents were produced with interviews
with the coordinators of courses of Rural
Education offered by the Federal Institutes
of Higher Education of Minas Gerais.
Interviews, when transcribed, are
considered private documents. Therefore,
they should be considered as oral reports
(Queiroz, 1988). The appreciation of
orality in the contemporary world has led
researchers to adopt interviews to learn
better the reality of professors of rural
education.
For this research, semi-structured
interviews were chosen because of their
malleability; in other words, their
adequacy to the objectives of the research
and the interviewed subjects. According to
Manzini (1991), it is an alternative to the
model of rigid inquiry, since we wanted
not only to raise data, but also to build
knowledge and to comprehend the
meanings related to the verbalized contents
by interviewed people and the conexions
of these meanings with an historical
analysis of public policies of rural
education.
Semi-structured interviews complied
with ethical rigor, which included, the
signature, by the participants, of a Term of
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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Free and Clarified Consent, which certified
their knowledge about the secrecy of their
names when the text of the article would
be written. For this purpose, fictitious
names were assigned to the coordinators,
created by merging names of cities of
Minas Gerais. Each one of the participants
was also aware that the participation in the
research was voluntary, and that in any
given moment, there was the right to leave
the research, and to refuse to answer any
question, without any losses.
To carry out the interview, the
research group elaborated a script with
guide-questions: 1) Which are the offered
courses by the university in terms of types
and modalities? 2) Has the university
attended to any public notices from MEC
(Brazilian Ministry of Education)? 3) How
was the course financed? 4) Which is the
teaching structure for the course? 5) Does
the university have its own structure for the
course? 6) Who are the students attended
by the course? 7) Which are the main
difficulties and perspectives for the course?
After that, the researchers went to
field. The places of the interviews were
defined through a prior agreement between
the subjects and the interviewers.
Generally, they were made in the
institutions that allocate the courses of
rural education. The interviews were
transcribed by the members of the research
group for the elaboration of private written
documents. Subsequently, they were
analyzed and resulted in the following text.
Overview of public policies for
formation of professor of rural
education in Brazil
The movements and liaisons towards
an adequate education project for the rural
areas, as well as the pursuit for the
universalization of good public schools for
the rural people, began at the 1930’s.
However, only after a long process of
fight, having as a guide the defence of
rights of rural people and the public
policies of education, more concrete
actions emerged. Over the last years,
specific movements towards rural schools
were propeled, particularly after the
promulgation of the LDB (law that
regulates education in Brazil), in 1996,
and specially from 1998, with the creation
of the National Articulation for Rural
Education, a supraorganizational entity
that discusses, promoves and manages
joint actions towards the schooling of
people of rural areas.
This organization promoted two
editions of the National Conference for
Basic Rural Education (1998 and 2004),
the institution, by the CNE (National
Council of Education), of the Operational
Guidelines for Basic Education in Rural
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Schools (2002) and the creation of the
Permanent Working Group of Rural
Education (GPT–Educação do Campo) in
2003. With the first conference, arised a
fertile and promising debate about rural
education, which brought the question of
the formation of professors, as Molina
(2015, p. 150) points out:
Marked since the first National
Conference for A Basic Rural
Education (CNEC), held in 1998, the
requirement of a specific Public
Policy to support and guarantee the
formation of rural educators will be
consolidated as one of the required
priorities by the Movement, at the
end of the II National Conference for
Rural Education, in 2004, whose
motto was exactly “For a Public
System of Rural Education”.
From this debate, the legal
frameworks that would sustain the main
changes in the legislation regarding rural
education at that moment were elaborated.
In December 4th of 2001, it was presented
and approved, at the Chamber of Basic
Education of the National Council of
Education, the Report nº 36, made by Edla
Araújo Lira Soares. Having as baseline the
Art. 28 from the LDB (the laws that
regulate education in Brazil), the
rapporteur presented the proposal of
important changes in the Brazilian rural
education scenario, which would orientate
the course of public policies and the
formation of professors. This Report
originated the Resolution nº 1 of the
Chamber of Basic Education, which
instituted the Operational Guidelines for
Basic Education in the Rural Schools,
approved on April 3rd of 2002 (Resolution
CNE/CEB nº 01). This document is
considered fundamental for the debate
about rural education and the proposals of
professors’ formation.
On June 3rd of 2003, MEC instituted
the Permanent Working Group of Rural
Education (GPT–Educação do Campo),
through the Decree nº 1.374, with the
assignment of articulating the actions of
the Ministery pertinents to rural education,
to spread and e discuss the implementation
of Operational Guidelines for Basic
Education in the Rural Schools, which
should be observed in the projects of
institutions that integrate municipal and
state educational systems, established at
Resolution CNE/CEB nº 1. Many entities
participated in this GPT, such as the MST
(Landless Rural Workers Movement), the
CONTAG (National Conferation of
Agricultural Workers), the CPT (Pastoral
Comission of Land), the CEFFAS
(Familiar Centers for Formation by
Alternation), and others.
This group elaborated na expansive
document – Referências para uma Política
Nacional de Educação do Campo
(References for a National Policy of Rural
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Education) –, that points out some
directions for the discussion of public
policies in this context. Guided by the
Operational Guidelines for Basic
Education in the Rural Schools, the
document presented:
... a set of informations and
reflections which aim to subsidize
the formulation of Rural
Education policies in national
scope supported by diagnosis of
the educational sector, in the
interests and longings of the
subjects that live in rural areas,
and the demands of the social
movements. (Brasil, 2004, p. 5).
We would like to emphasise that the
discussions about the Brazilian rural areas
at that time were settled at the basis of the
Lula’s Government, which had the priority
the elaboration of a multi-annual plan for
the implementation of a policy of agrarian
reform and the development of familiar
agriculture as indispensable instruments of
social inclusion, and reinforce that
education was seen as a fundamental
strategy for the emancipation and
citizenship of rural people, according to
this document (Brazil, 2004).
From that point, there was a great
debate, at universities and social
movements, aiming to contribute for the
reduction of inequalities, serving specific
audiences and historicaly excluded from
the educational process. In this perspective,
we highlight the Resolutions of the
National Council of Education, which
establish the National Curricular
Guidelines, orientating the construction of
an inclusive educational system that
guarantees the universal right of access to
schooling and ensures, as integral part of
this right, respect and valorization of
human diversity, in social, cultural,
ambiental, regional and generational
aspects.
During Lula’s government, it was
proposed a new institutional arrangement,
which had the objective to organize the
programmes located in other Secretaries of
MEC, trying to agglutinate in the same
instance the programmes, projects and
actions that were dispersed, in an attempt
to articulate the actions of social inclusion
with the valorization of Brazilian ethnic
and cultural diversity, as Moehlecke
(2009) points out.
For this purpose, MEC has created,
in 2004, the SECAD (Secretary of
Continued Education, Literacy and
Diversity); in 2010, it was renamed as
SECADI (Secretary of Continued
Education, Literacy, Diversity and
Inclusion). This Secretary was created by
means of the Presidential Decree nº 5.159,
in July 28th of 2004, resulting from the
fusion of the Extraordinary Secretary of
Erradication of Illiteracy and the Secretary
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of Educational Inclusion. It was in this
context that the Ministery of Education,
through SECADI, released a series of
programmes and actions directed to rural
professors.
According to the oficial documents
(Cadernos SECAD, 2007), the General
Coordination of Public Policies of Rural
Education has created and undertaken,
during the years 2005 and 2006,
programmes, projects and activities aiming
the continuos formation of professors,
technicians and managers that work in
federal government, in states and cities, as
well as in institutions of education related
to social movements linked to rural
contexts.
In the sphere of higher education,
some actions were released in line with the
National Plan of Professionals of Rural
Education, which are: Specialization
Course in Sustainable Territorial
Development, with the Federal University
of Campina Grande; graduation courses in
Rural Education, involving federal public
universities, for the realization of pilot
experiments; and a distance course,
realized in partnership with Brasilia
University, aimed at professors,
technicians and managers of public
educational systems and organized civil
society, oriented towards diversity in
education (Cadernos SECAD, 2007, p. 25).
Also, there are other programmes,
projects and actions developed by SECAD
aiming rural people: Saberes da Terra
(“Knowledge of Earth”), Programa de
Apoio à Educação do Campo (“Suport
Programme to the Rural Education”),
Fórum Permanente de Pesquisa em
Educação do Campo (“Permanent Forum
of Research in Rural Education”), Revisão
do Plano Nacional de Educação (“Review
of National Plan of Education”) (Law
10.172/2001), and Plano Nacional de
Formação dos Profissionais da Educação
do Campo e Licenciatura em Educação do
Campo (National Plan of Formation of
Professionals of Rural Education and
Graduation in Rural Education).
In 2006, it was formulated the
National Plan of Formation of
Professionals of Rural Education, which
was one of the priority proposals of the
GPT – Rural Education. This proposal had
the objective to establish a national policy
of permanent and specific formation which
would atend the demands and necessities
of students, professors, education networks
and rural communities in partnership with
universities and social organizations and
agreements with public universities, for the
realization of formation courses for the
professionals of rural education. The
proposal was structured in two action lines:
1) the policy of initial and continued
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formation aiming high school, graduation
and post-graduation; and 2) production of
specific educational material and the
realization of researches. Since 2007, it has
been verified new contours and
institutional arrangements in MEC
(Brazilian Ministry of Education), as it is
going to be presented subsequently.
One of the actions developed was the
presentation of the proposal of a
graduation in Rural Education, approved
by MEC, which had the purpose of
promoting the formation of professors in
different stages and modalities, through
regular courses in public universities. It
should be noted that MEC has invited four
institutions indicated by social movements
related to rural education, in order to
implement a pilot-experiment: Federal
University of Minas Gerais (UFMG),
University of Brasília (UnB), Federal
University Federal of Bahia (UFBA) and
Federal University of Sergipe (UFS).
According to Molina (2015, p. 151),
with the pilot-experiment running and
aiming to atend the huge demand of
formation of rural professors and the
pressure of social movements, MEC has
released public notices in 2008 and 2009,
which enabled the accession of other
institutions. They could offer the
Graduation of Rural Education; from these
public notes, 32 universities oferred the
course, but without any guarantees
concerning their continuity and
permanence, as this offering through
public notices is made by approval in
higher educational institutions of special
projects, dealt and authorized only for the
pilot-experiment.
In 2008, MEC has released the
programme REDE (Education Network for
Diversity) through a partnership between
SECAD, current SECADI, SEED
(Secretary of Distance Learning) and
CAPES (Coordination for higher
Education Staff Development), with the
objective to constitute a permanent group
of Public Institutions of Higher Education
(IPES) dedicated to the continued
formation, semi-presential, of professionals
of the public network of basic education
and to the production of specific
educational material. This programme
aimed to disseminate and develop
educational methodologies for the insertion
of diversity in the routine of classrooms.
It was also an attribution of the
REDE to foster the accession and the
development of proposals of the IPES in
themes and areas of diversity, seeking to
expand the opportunities of formation of
professors and educational managers of the
public network of basic education and
offering extension, improvement and
specialization courses. Also, it sought to
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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elaborate methodologies and contents for
the specific areas.
For its implementation, MEC
(Brazilian Ministry of Education) intended
to have the accession of IPES (Public
Institutions of Higher Education)
belonging to the System of Open
University of Brazil (UAB) and the
Secretaries of Education of the states, cities
and Federal District. Therefore, technical
and financial support could be offered for
the programme’s implementation and
development. A significant mark in the
process of construction of a public policy
for rural education was the Decree nº
7.352, of November 4th of 2010, which
concerns about rural education policy and
the National Programme of Education in
Agrarian Reform (PRONERA). However,
according to Molina (2015), this context
was considerably different from the
previous moment, when the GT of 2005-
2006 elaborated the guidelines of
Graduations on Rural Education with a
much larger space for the protagonism of
social movements.
An important legal mark of the first
term of Dilma Rousseff government was
the approval of Ordinance n° 86, on
February 1
st
in 2013, that instituted the
National Programme of Rural Education –
PRONACAMPO – and defined its general
guidelines. The PRONACAMPO consists
of an articulated set of support actions to
the educational systems for the
implementation of the policy for rural
education according to the Decree nº
7.352, of November 4
th
of 2010.
The formation of professor
constitutes one of the axis of
PRONACAMPO, which comprehends the
following aspects: the initial formation of
current professors of rural education will
be developed in the sphere of the UAB’s
Support Programme for the Superior
Formation in Graduation of Rural
Education and the National Network of
Formation of Educational Professionals
(RENAFOR), ensuring conditions of
access to graduation courses that aim the
teaching acting in the final years of
elementary school and high school, with
the possibility of applicating the
Alternation Pedagogy; and the continued
formation of professors in improvement
and specialization levels in rural education
with pedagogical proposals by areas of
knowledge and thematic projects. This
programme had an audacious goal: to form
45.000 rural professors. According to some
researchers, the programme has suffered
relevant critiques by the Movement of
Rural Education and there are also studies
that have analyzed the inadequacies of
these courses, as they don’t incorporate the
formation specificities of teachers that
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work with this kind of education (Brito,
2013; Molina, 2015).
Formation courses of rural professors in
some IFES (Higher Education Federal
Schools) of Minas Gerais: brief history
and e contextualization
The state of Minas Gerais has a
territorial extension of 588.384 km
2
. In
Brazil, it is the forth largest in terms of
surface area. In 2010, its population was
more than 19 million people, which lived
in 853 cities, 1.535 districts and were
distributed in its vast rural area. It should
be emphasized that the rural population of
this state, with strong agricultural vocation,
was almost 3 million people (IBGE, 2010).
According to oficial data from the
Brazilian Institute of Geography and
Statistics (IBGE) (2010), the rural
population is distributed equally, and there
is no concentration in a certain region.
However, when it comes to analyze the
macroregions of the state, it is observed
that some regions have a quite significant
percentage of people that live in rural
areas, like Jequitinhonha/Mucuri, North of
Minas and South of Minas.
Minas Gerais has 17 Higher
Education Federal Schools, which are:
Federal Center of Technological Education
of Minas Gerais (CEFET-MG), Federal
Institute of Minas Gerais, Federal Institute
of the North of Minas Gerais, Federal
Institute of Southeast of Minas, Federal
Institute of the South of Minas, Federal
Institute of Triângulo Mineiro, Federal
University of Alfenas (UNIFAL-MG),
Federal University of Itajubá (UNIFEI),
Federal University of Juiz de Fora (UFJF),
Federal University of Lavras (UFLA),
UFMG, Federal University of Ouro Preto
(UFOP), Federal University of São João
del-Rei (UFSJ), Federal University of
Uberlândia (UFU), Federal University of
Viçosa (UFV), Federal University of
Triângulo Mineiro (UFTM) and Federal
University of Vales do Jequitinhonha and
Mucuri (UFVJM).
It was made a survey about federal
institutions that developed, during the
period of realization of the research, any
programmes or actions towards rural
education. These institutions were: UFSJ,
UFV, UFMG, UFTM and UFVJM. This
set of institutions was the object of this
research, apart from UFV
ii
, which could
not be visited. Hereinafter, it is going to be
made a brief presentation of the
pedagogical proposal of the actions that
were analyzed from the reports of the
coordinators and the pedagogical projects
of the developed courses, which were:
Improvement Course in Rural Education
(UFSJ) and three graduation courses in
Rural Education (UFMG, UFTM and
UFVJM). It is important to point out that
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other courses were or still are offered by
these institutions (lato sensu postgraduate
courses, improvement, extension and even
lines of research in stricto sensu
postgraduate courses), but these were not
included in our analysis.
Universidade Federal de São João del-
Rei – Improvement Course in Rural
Education
In order to attend a one of the calls
of MEC/SECADI, as one of the actions of
PRONACAMPO, UFSJ applied with a
project of a Improvement Course in Rural
Education (CAEC), which was offered by
its Center of Distance Education (NEAD),
from December 2014 to July 2015. The
course, financed by MEC/SECADI and by
FNDE, aimed to meet the demand for
initial formation of professor and
professionals working on rural education.
The course was offered in
accordance with the guidelines established
by MEC for rural schools (Resolution
CNE/CEB 1, of April 3
rd
of 2002) and
PRONACAMPO, of February 1
st
of 2013.
According to the coordinator of the course,
“UFSJ has offered, for the first time, a
course in this area in the modality of
distance learning” (Marliéria Alfredo de
Vasconcelos, interview, in June 2
nd
of
2015).
According to the Pedagogical
Project (2014, p. 2-3), this course had the
objective:
To amplify the access to continued
formation for professionals of rural
education, aiming to contribute for
the offer of a rural education uma
educação do campo contextualized
with the realities of its populations,
with quality and in accordance with
the Guidelines for Rural Education,
offering theorical and practical
referential for the qualification of
political-pedagogic practice of
professors of public rural schools,
seeking to reflect about the
pedagogic practice that consider the
differen subjects of rural areas in
their sociocultural contexts and
providing mechanisms of access to
continued formation through
information and communication
technologies.
The course was offered to 100
students and was structured in three
modules, with total course load of 240
hours: Pedagogic Practices in Multi-serial
Classes of Rural School Education; Child
Education in Rural Areas; and
Agroecology and Racial-Ethnic Relations.
This course had the duration of eight
months, was developed with Moodle
Plataform and had three meetings at the
supporting presential poles in Ilicínea
(South) and Francisco Sá (North). The
target public was professor, managers,
school psychologists, technicians, leaders
of settlements and camps of social land
movements and other interested people,
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active or involved with rural education.
According to the coordinator:
In the pole at the South of Minas,
most students were professors,
directors and secretaries of rural
schools and urban schools that
receive students that come from rural
areas, due to the closure or the
process of nucleation of rural
schools. Now at the North of Minas,
most students live in urban areas and
work in rural schools. (Marliéria
Alfredo de Vasconcelos, interview,
June 2nd of 2015).
One of the difficulties pointed out by
the coordinator of the course was the shift
of the students to the pole. Therefore, she
has justified:
Many students came from distant
cities of Francisco Sá (almost 300
km, close to the frontier with Bahia).
In the case of Ilicínea’s pole, there
were also students from cities more
than 300 km far from the pole. Most
of the students shifted to the pole
with a city hall’s car, but there were
some mayors that did not provide
city transport. Besides that, professor
did not receive subsidies for
accommodation and meals.
(Marliéria Alfredo de Vasconcelos,
interview, June 2nd of 2015).
About the supporting presential
poles, the coordinator of the course claims
that they were carefully structured and had
que eram bem estruturados e possuíam
computer labs, multi-means rooms etc.
However, there was a library only in one
pole. Therefor, the coordinator asked:
How can the students use the pole if
they come from very far places? And
some of them have difficulties in
dealing with computers and internet.
To do the tasks and to participate in
the forums, they attended, most of
the times, lan houses or used the
internet of the school where they
worked, when it was available.
(Marliéria Alfredo de Vasconcelos,
interview, June 2nd of 2015).
In spite of the difficulties, the
coordinator emphasizes the importance of
the continuity of this course, and
recommends the opening of new courses
for the formation of professionals to work
in rural education. This proposal can be
justified, since there were many positive
ratings by the students. But, it would be
necessary to overcome some difficulties
found and to promote: the resizing of the
pedagogical project, a larger coverage of
the poles – with the intention of getting
closer to students’ houses –, guarantee of
financing of activities and remuneration of
professors and tutors and the establishment
of partnerships with the city halls. None
the less, there was only one edition of the
course.
Federal University of Minas Gerais –
Graduation in Rural Education
The course analyzed in UFMG was
the Graduation in Rural Education, aiming
the formation of professors to work in rural
schools. It aims to attend people from
different rural social segments: sons and
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daughters of farmers, professors and
technicians that act in rural areas,
quilombolas, populations struck by dams,
professors from Minas Gerais’ Association
of the Agricultural Family School and rural
wage earners, and others. This public,
historicaly, has been excluded from basic
and higher education, mainly because of
the lack of professors.
One of the main characteristics of the
Graduation in Rural Education is the use of
alternation pedagogy, in which the students
perform part of the activities in UFMG and
part in his own community. That way, the
student spends approximately 30 days
attending classes at university and, in the
rest of the school term, develops activities
of study and research at his house and/or
work place. The course offers four
habilitations: Life and Nature Sciences;
Languages, Arts and Literature;
Mathematics; and Social Sciences and
Humanities.
Despite the request of the research
group to the coordination of the course, it
was not possible to obtain the pedagogical
project of the course to analyze its content.
According to the coordinator, the Project
was in a process of changes and, for this
reason, it could not be made available.
However, through the interviews, it was
possible to glimpse which are the
objectives modes of action of the course.
According to the report of the
coordinator, this course was created much
earlier than SECADI:
The course arises with the history of
rural education, since the [I National
Conference: for a Rural Education]
held in 1998. The Conference already
denounced the conditions of the
schools and of the formation of rural
professor announced the necessity of
a public policy directed to the
formation of professors of rural
schools. In the second Conference, in
2004, there was an indicative of the
struggle for occupation of this spece
by the Federal Government and by
the social movements. These courses
arise not from the university to the
movements, but, in contrast, from the
demands of the movements for the
occupation of the State and with the
dialogue with the State. (Açucena
Lima Duarte, interview, November
12
th
of 2015).
In 2004, UFMG applied with a
project, which was financed by INCRA
(National Institute of Colonisation and
Agrarian Reform), via PRONERA.
According to the coordinator of the course,
this project “took too long to pass through
the higher bodies of the university because
it had its specificities, namely, it should
have a specific selection process. It has
taken more than a year for the process to
carry on at the university and only in
November of 2005 it was started”
(Açucena Lima Duarte, interview,
November 12
th
of 2015).
UFMG was the pioneer in offering a
course of Graduation in Rural Education
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on site and by using the alternation
pedagogy, as it is emphasized in the
following excerpt:
From our history and our course,
MEC has invited us, in 2008, to
participate in a pilot project in Brazil,
together with UFV, UnB, UFBA and
UFS with resorts from MEC, no
longer with financing by PRONERA.
The objective was to provide
grounding to the programme of
formation of professors by
PROCAMPO. These pilot projects
were fundamental to amplify the
support from federal government for
the formation of the rural professor.
But it was still a project, and not a
regular course. Only in 2009, with
the REUNI (Restructuring and
Expansion of the Federal
Universities), we have entered with
the request of a regular course and
received 11 vacancies for professors
for the Faculty of Education, not
specifically for the course, because
the professors act in the many
courses offered by the Faculty. So,
we were the first to offer a regular
course of Graduation in Rural
Education in Brazil. This experience
has been extremely successful and,
pedagogically, he have been
redefining our pedagogical and
political project. (Açucena Lima
Duarte, interview, November 12
th
of
2015).
According to the coordinator of the
graduation, this course had its first class
destined to social movements:
The first class was destined to MST
and Via Campesina, with 60
students. But we knew that we
couldn’t stay only as a project. Rural
education had to take root and to
consolidate, and to write its history at
the Faculy of Education. From 2005
to 2008, there was a negotiation and
a maturation in terms of the
consolidation of the course. And one
of the discussed aspects was about
the subjects that should be attended
by this course. We knew about the
diversity and heterogeneity of the
subjects that live in rural areas, that
struggle in these areas. In 2007, there
was a mobilization, mainly from
trade unions, social movements and
other organizations, which
consolidated the occupation of these
movements and organizations in the
university. (Açucena Lima Duarte,
interview, November 12
th
of 2015).
Initially, the selection process was
realized through a specific exam. Now, the
entry in the course is done by the Enem
(National Secondary Education
Examination). For the coordinator of the
course:
Another characteristic of the course
is that we would offer only one
habilitation, in an alternate way. In
each year, there is one entry for each
habilitation (in 2009 with the
habilitation in Life and Nature
Sciences; Languages, Arts and
Literature, in 2010; Social Sciences
and Humanities, 2011; and, in 2012,
in Mathematics). In 2015, UFMG
had four classes, with a total of 142
enrolled students. The annual entry
comprehends 35 students with the
aim to maintain the quality of the
course. (Açucena Lima Duarte,
interview, November 12
th
of 2015).
According to the coordinator, the
university funds mobility, accommodation
and meals for the students; documents that
prove that the student live or work in rural
areas are required. The coordinator
affirms:
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The documents required for the
approval of the inscription are those
that legitimate their relationship with
the rural areas, trade unions, INCRA,
city halls, and others. Rural worker
or their sons, not only those who are
linked to social movements, which
could be farmers, tenants etc. We
attend students from Minas Gerais
and other states. (Açucena Lima
Duarte, interview, November 12
th
of
2015).
Currently, the course of UFMG is
regular, with additional resource of
PROCAMPO, via PROLIND (Programme
of Support to the Higher Education and
Indigenous Intercultural Graduations). The
materials used by students are produced by
the professors and constitute of didactic
material and orientation for the activities
on the School-Time and Community-Time.
The coordinator stressed the
importance of the organizational structure
of the Center of Núcleo de Education,
Research and Extension in Rural
Education. Presently, UFMG offers
improvement, specialization, graduation
and professional master’s degree in
education, which is already in its third
class with a research line of rural
education. Besides that, it has already
offered two classes of the course of
Specialization in Rural Education, as a
project, in response to the public notices of
SECADI.
Federal University of Triângulo Mineiro
– Graduation in Rural Education
UFTM has got Graduation in Rural
Education, with two majors: Natural
Sciences and Mathematics. The course is a
result of a process of selecting the
proposals of the IFES (Higher Education
Federal Schools) for the criation of courses
of Graduation in Rural Education, of
PROCAMPO, Public Notice
SESu/SETEC/SECADI nº 2, on August
31st of 2012. The proposal of UFTM was
approved with the release of the Decree nº
72, on December 21
st
of 2012.
According to the Pedagogic Project
(2014), the quality of the proposal
presented by UFTM permited that it was
approved by the Comission of Statutory
Assessment, envisaged at the public notice
of selection, without alterations, being
classified in the 7
th
place, in a total of 40
courses approved by MEC.
The course is structured, from
alternation pedagogy, in two “times”: the
School-Time, with intensive school
attendance in January and July, and the
Community-Time, when students, inserted
in their communities of origin and with
follow-up of professors, develop the
remainder of their learning.
Students are: not qualified professors
that live, acted or still act in rural areas;
other professionals that acted or act in non-
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formal educational process; and general
public – young people and adults that have
concluded the secondary school.
According to the Pedagogic Project
of the Course of Graduation in Rural
Education from UFTM (2014, p. 85), the
general objective of the course is:
To contribute for the formation of
professors in rural schools (especially
those who do not have formation of
higher level) to act in the final years
of Elementary School and Secondary
School, as graduated in Rural
Education, in the habilitations of
Natural Sciences or Mathematics,
bearing in mind the specific cultural
and socioeconomic reality of the
populations that work and live in
rural areas.
UFTM funds the transport and the
accommodation of the students, as well the
acquisition of basic school materials. The
objective is that the students have all these
expenditures of the School-Time assured
by MEC’s funds. The course has 15
effective professors, and 14 of them were
hired specifically to teach the course.
The entry of the students is done
vestibular; 50% of the vacancies are
directed to professors of rural areas and the
other 50% for people that have some
relation with the rural areas, or social
demand, or those who have interest in this
area. Thus, the coordinator affirms:
“students form a group quite
heterogeneous and from most varied
localities of the country; but there is a
noticeable part that lives in the rural zone”
(Mariana Coração de Jesus, interview,
November 6
th
of 2015). It should be
emphasized that nearly 5% of the students
have some other graduation.
Federal University of Vales do
Jequitinhonha e Mucuri – Graduation in
Rural Education
The course of Graduation in Rural
Education from UFVJM attends a demand
formulated by MEC, with the mediation of
SECADI, opened with the Public Notice n.
2, on April 23
rd
of 2008, with habilitation
in the areas of History, Mathematics and
Portuguese. According to the Pedagogic
Project of the course of Graduation n
Rural Education (2014), UFVJM has been
offering this course since 2010, from the
approval, by the Council of Teaching,
Research and Extension of UFVJM
(Resolution CONSEPE 27/2009, on
October 30
th
of 2009), attending to the
Public Notice n. 2, of April 23
rd
of 2008.
Also based on the alternation
pedagogy, the curricular organization
expects intensive stages during the months
of January and July, which refer to the
School-Time, and the rest of the months
interleaved with Community-Time. The
proposition considers the intrinsic
articulation between education and the
specific reality of the populations of rural
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areas, as well the necessity to facilitate the
acsess and the permanence in the course of
the acting professors, that is to say,
avoiding that the entry of young people
and adults in the higher education reinforce
the alternative to leave the life in rural
areas.
The student learns with a curricular
matrix that develops a multi-disciplinar
strategy of teaching’s work, offering two
habilitations: the first in Humane and
Social Sciences, which must be fulfilled by
every enrolled student in a period of two
years; after the conclusion of the first
habilitation, the approved students study a
second habilitation, with 30 vacancies
offered for Mathematics and the other 30
vacancies for Languages and Codes.
According to the Pedagogic Project
of the course of Graduation in Rural
Education of UFVJM (2014, p. 9-10), the
general objective of the course is:
To promote the formation of
professor for the final years of of
Elementary School and Secondary
School to work at rural schools. To
amplify the formal training of
education professionals that work in
rural schools and others that develop
educational actions for the rural
populations. To contribute for the
construction of a Rural Education
tied to the causations, the challenges,
the dreams, the culture of the worker
and the history of rural populations.
To contribute with public policies for
the Rural Education expressed in
PRONACAMPO.
The Graduation in Rural Education
of the UFVJM started as a pilot-project,
similarly to UFMG, UnB and UFS, as we
have already mentioned before. According
to the coordinator:
In 2009, UFVJM responded to the
public notice of Procampo,
constituting the Procampo Class. The
course was started by a demand of
the North of Minas Gerais (including
Vale do Mucuri and Vale
Jequitinhonha), aiming the formation
of leaderships of the movement
related to the agricultural matters.
Without knowing which would be its
proposal, initially, the course was
allotted in the Pro-Rectory of
Extension; after a while, it was noted
that it was a graduation course with
the objective to train professors and,
so, it was allotted in the Inter-
disciplinar Faculty of Humanities.
(Diogo de Vasconcelos Faria Lemos,
interview, January 13rd of 2016).
Since 2012, a process of
institutionalisation was established. There
was a vestibular for entrying in 2013 and,
with this event, started the first class of
Graduation in Rural Education as a regular
course and with new pedagogic project, as
emphasizes the coordinator. The change
was induced, because the course did not
expect an effective teaching staff.
However, with the institutionalisation,
there was a selection of professionals
specifically to work with rural education.
So, after three years, the course was no
longer financed by SECADI and it started
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to receive resources directly from the
university.
To have access to the course, it is
necessary to prove the domicile in rural
area. According to the coordinator, “rural”
gains a different meaning from the
conventional, since the little cities with up
to 20 thousand inhabitants are considered
part of the rural areas. In the North of
Minas Gerais, this encompasses a large
number of cities. For the coordinator,
almost 95% of the students have some sort
of feeling of belonging to the rural. The
course enables the subject to struggle for
different rural area and familiar
agriculture. It is emphasized that, “for
many of them, this course will be the
gateway for the higher education.
Therefore, forms politicaly engaged people
for a more human rural area” (Diogo de
Vasconcelos Faria Lemos, interview,
January 13rd of 2016).
According to the coordinator, the
methodology of the course consists of the
alternation pedagogy. He points out:
This model has disadvantages and
advantages. The disadvantages are
always logistical, because there is a
demand of transport including drivers
and cars to cover the whole territorial
extension covered by the course.
Sometimes, the university does not
have enough logistics. The relation of
the students with the distance from
their homes in the School-Time is
also a difficulty of the course. One of
the advantages is the possibility of
the university to go to the subjects of
the knowledge, the residents of rural
areas. In this way, there is a greater
approximation between the academia
and the rural areas, with their
peculiarities. It is in the relation
between the two worlds that emerges
the knowledge. (Diogo de
Vasconcelos Faria Lemos, interview,
January 13rd of 2016).
It was verified that the course has
one of the lowest drop-out rates of the
university – about 10%, whereas, for other
courses, the rate is almost 30%. One reason
for such success may be the incentive
coming from the government through the
Permanence Scholarship (four hundred
reais for regular students and nine hundred
reais for quilombolas and indigenous
students in 2015).
About the financing, the coordinator
claims that until 2015, there were no
difficulties: “however, for 2016, it is
completely unknown for us, as it is the first
time that the process ceases to happen
through the SECADI, provoking
uncertainty about the transfer of resources
by the federal government” (Diogo de
Vasconcelos Faria Lemos, interview,
January 13rd of 2016). Such resources
come together with other financing of the
university, through the LOA (Annual
Budget Law). However, it comes identified
as destined to rural education.
About the changes that happened
over the two mandates of Dilma’s
government, the coordinator asserts that is
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difficult to realize them, although he
affirms:
The project of education in rural
áreas had a more effective role of
social shield during the first mandate
in relation to the second, enabling the
continuity of the course at that time.
The doubts about the transfer of
resources is marked by the social
movements as a problem. The
governamental actions are seen in the
social movements as one of the few
effective measures that remained in
rural education, although bellow of
the demanded. The course is seen just
as a stage of a series of rights of the
rural subjects. (Diogo de
Vasconcelos Faria Lemos, interview,
January 13rd of 2016).
About future perspectives, the
coordinator sees the course in a process of
consolidation of the university, but
requires more institutional autonomy and
management of resources to have
guaranteed vitality. There is a demand by
the students, as it is the most popular
graduation of the university. Hence, the
number of applicants per vacancy has
increased exponentially in each new entry.
Final considerations
Analyzing the speech of the
coordinators and the pedagogic projects of
the courses, it is verified that there is a
similarity in its historical constitution.
Such similarity can be observed, as the
projects emerged from the Conferences of
1998 and 2004 – For a Basic Education in
Rural Areas –, which brought to the
academic debate the rural education and its
subjects. Initially, these courses had nature
of project, as they responded to specific
public notices released by SECADI.
It was observed that the presential
graduations in rural education are
relatively recent (the oldest one has
accumulated experience of a little more
than 10 years – Federal University of
Minas Gerais) and are graduation courses
integrated to the IFES, in process that are
different from the applicable to regular
graduation courses, and, in many times,
were not expected in PDI (Plan of
Institutional Development) and result of
direct negotiations between the IFES and
MEC or negotiations mediated between
IFES and MEC by INCRA/PRONERA
(for many times the financier of these
courses). However, at the moment of the
research, some of these courses of
Graduation in Rural Education were
constituted as regular courses, with their
own pedagogic projects and financed by
the universities.
From the point of the pedagogic
view, the graduations are structured in the
model of alternation pedagogy, trying to
attend the subjects that have some bond
with the rural areas and aim a formation in
this field. The curricular organization
expects intensive stages at the School-
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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Time and with the rest of the period
interleaved with Community-Time.
According to the coordinators of the
courses, this practice promotes the
production of new knowledge not only in
terms of accessing the universal knowledge
but also about the valorization of local
knowledge.
Some successful experiences and
difficulties were pointed out by the
coordinators. The difficulties are related to
the maintenance of the courses, primarily
over financial questions. It is known that
the same government that emphasizes the
creation of courses for the formation of
professors do not maintain the continuity
to the execution of the programmes,
showing, therefore, that the discontinuity
in the public policies of rural education is
one of the greatest obstacles to the its
realization. The succesful experiences,
pointed out in most of the interviews, tell
us the possibility of acting of professors of
higher education, as they are motivated to
develop their areas of knowledge aiming to
attend the specificities of the subjects of
rural areas, that were, for long time, kept
from the academia. We should notice the
importance of social movements in the
construction of these actions. They were
born from outside to inside the university,
that is to say, from social movements and
organizations to the university, in
accordance with the history of public
policies and reports of the coordinators.
Another peculiarity of the actions in
Minas Gerais’ IFES involves the
pioneerism and the succesful experiences
of the regular courses of Graduation in
Rural Education. According to the
coordinators, this happens due to the
participation and commitment with the
social movements and organizations of
rural areas, and also the implementation of
research and extension cores about rural
education, which contributed for the
consolidation of this space at the
universities. One of the consequences of
this effort is the maintenance of courses
and the creation of others, such as the
Master Degree in Education, from UFMG,
with a line of research in Rural Education.
In short, difficulties and potentialities
were observed for the implementation and
development of the courses. There is still
discontinuity of some actions and
programmes. Therefore, despite the effort
and the accession of Minas Gerais’
institutions, it is not possible to affirm that
this movement expressed the consolidation
of a public policy focusing on the
formation of rural professors, as these
actions haven’t still surpassed the
predominant discontinuity of public
policies over the last decades.
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T. (2018). Education of Teachers from Rural Schools...
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It should be emphasized that, despite
these difficulties, Minas Gerais is pioneer
and reference in the debate about rural
education and that there was a significant
increase in the accession of IFES of the
state to develop formation courses of
professionals to work in rural areas.
However, more researches are needed to
comprehend and contribute with the
formation of rural professors in Minas
Gerais. Conversely, it is emphasized, thus,
the validity of popular strength, since
education only makes sense and reaches its
purposes if it is organized and transformed
together with all citizens.
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i
We are grateful for the funding of FAPEMIG,
which fostered research development and awarded
two fellowships for scientific initiation. Part of the
results of this research was presented at a scientific
production conference in the form of an expanded
abstract.
ii
Due to the strike in the period of the field
research, which many federal institutions of higher
education participated, and other mishaps of
different natures, the members of this research were
not able to interview the coordinators of the
Licentiate in Rural Education of the UFV.
Article Information
Received on February 14th, 2018
Accepted on May 17th, 2018
Published on September, 12th, 2018
Author Contributions: Authors Rita Laura Avelino
Cavalcante, José Elenito Teixeira Morais and Júlia Loren
dos Santos declare to be responsible for the elaboration of
the article, and the first author participated in the
elaboration of the project, data collection, data analysis
and interpretation, writing and review of the content of the
manuscript and the other two authors (José Elenito
Teixeira Morais and Júlia Loren dos Santos) participated in
the analysis and interpretation of the data, writing and
review of the content of the manuscript, all of which are
responsible for approving the final version to be published.
Conflict of Interest: None reported.
Orcid
Rita Laura Avelino Cavalcante
http://orcid.org/0000-0003-4433-9295
Júlia Loren dos Santos
http://orcid.org/0000-0002-6638-8277
José Elenito Teixeira Morais
http://orcid.org/0000-0001-6958-230X
How to cite this article
APA
Cavalcante, R. L. A., Santos, J. L., & Morais, J. E. T.
(2018). Education of teachers from rural schools: Notes on
some actions and Programs Developed by Higher
Education federal schools in Minas Gerais State. Rev.
Bras. Educ. Camp., 3(3), 834-861. DOI:
http://dx.doi.org/10.20873/uft.2525-4863.2018v3n2p834
ABNT
CAVALCANTE, R. L. A.; SANTOS, J. L.; MORAIS, J. E. T.
Education of teachers from rural schools: Notes on some
actions and Programs Developed by Higher Education
federal schools in Minas Gerais State. Rev. Bras. Educ.
Camp., Tocantinópolis, v. 3, n. 3, sep./dec., p. 834-861,
2018. DOI: http://dx.doi.org/10.20873/uft.2525-
4863.2018v3n2p834