Revista Brasileira de Educação do Campo

The Brazilian Scientific Journal of Rural Education

ARTIGO/ARTICLE/ARTÍCULO

DOI: http://dx.doi.org/10.20873/uft.rbec.e7055

RBEC

Tocantinópolis/Brasil

v. 5

e7055

10.20873/uft.rbec.e7055

2020

ISSN: 2525-4863

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

Professional knowledge and rural school: reflections on the

teachers’ voice

Francisca Maísa Maciel Gomes de Almeida

, Simone Cabral Marinho dos Santos

, Taysa Kelly da Silva

1, 2, 3

Universidade Estadual do Rio Grande do Norte - UERN. Programa de Pós-Graduação em Ensino (PPGE) / Núcleo de

Estudos em Educação (NEEd). Rodovia BR-405, s/n. Arizona. Pau dos Ferros - RN. Brasil.

Autor para correspondência/Author for correspondence: mayza_maciel@hotmail.com

ABSTRACT. One of the great contributions of (new) Rural

Education is the recognition of the need for knowledge and

teaching skills forged in unique and singular experiences, both

in their training process and in the daily activities of their

activities as teachers. This article aims to reflect on the

professional knowledge of teachers who work in rural schools,

built, related and mobilized by teachers according to the

demands and challenges arising from this educational reality.

This is a field study, within a qualitative approach, carried out

through the application of semi-structured interviews with four

teachers who work in a rural school. We combine empirical

research with the epistemological model of understanding and

analysis for teachers' knowledge presented by Tardif (2011),

translated into professional knowledge, disciplinary knowledge,

curricular knowledge and experiential knowledge. The results of

the research reveal that teachers value experiential knowledge,

without disparaging professional knowledge, because, without

specific training to work in the rural school, it is in their daily

tasks that they experience concrete situations, from which it is

necessary decide the strategies and actions in view of the

situation presented.

Keywords: Rural school, Teaching Knowledge, Professional

Training.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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Saberes profissionais e escola do campo: reflexões na voz

de professores

RESUMO. Uma das grandes contribuições da Educação do

Campo é o reconhecimento da necessidade de saberes e fazeres

docentes forjados nas vivências únicas e singulares, tanto no seu

processo de formação quanto no cotidiano das suas atividades

como docentes. Esse artigo objetiva refletir sobre os saberes

profissionais de docentes que atuam na escola do campo,

construídos, relacionados e mobilizados pelos professores de

acordo com as exigências e desafios provenientes dessa

realidade educacional. Trata-se de um estudo de campo, dentro

de uma abordagem qualitativa, realizado a partir da aplicação de

entrevista semiestruturada com quatro professoras que atuam em

uma escola do campo. Combinamos a pesquisa empírica com o

modelo epistemológico de compreensão e análise para os

saberes dos professores apresentado por Tardif (2011),

traduzidos em saberes profissionais, saberes disciplinares,

saberes curriculares e saberes experienciais. Os resultados da

pesquisa revelam que os professores valorizam os saberes

experienciais, sem desmerecer os saberes profissionais, pois,

sem formação específica para atuar na escola do campo, é no

cotidiano de suas funções que eles vivem situações concretas, a

partir das quais se faz necessário decidir as estratégias e ações

diante da situação apresentada.

Palavras-chave: Escola do Campo, Saberes Docentes,

Formação Profissional.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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2020

ISSN: 2525-4863

Conocimiento profesional y escuela rural: reflexiones en la

voz de los docentes

RESUMEN. Una de las grandes contribuciones de la Educación

del Campo es el reconocimiento de la necesidad de saberes y

hacer docentes forjados en las vivencias únicas y singulares,

tanto en su proceso de formación como en el cotidiano de sus

actividades como docentes. Este artículo objetiva reflexionar

sobre los saberes profesionales de docentes que actúan en la

escuela del campo, construidos, relacionados y movilizados por

los maestros de acuerdo con las exigencias y desafíos

provenientes de esa realidad educativa. Se trata de un estudio de

campo, descriptivo y exploratorio con un abordaje cualitativo,

realizado a partir de la aplicación de cuestionarios

semiestructurados con cuatro maestros que actúan en escuelas

del campo. Combinamos la investigación empírica con el

modelo epistemológico de comprensión y análisis para los

saberes de los profesores presentado por Tardif (2011),

traducidos en saberes profesionales, saberes disciplinares,

saberes curriculares y saberes experienciales. Los resultados de

la investigación revelan que los maestros valoran los saberes

experienciales, pues, sin formación específica para actuar en la

escuela del campo, es en el cotidiano de sus funciones que viven

situaciones concretas, a partir de las cuales se hace necesario

decidir las estrategias y acciones ante la situación presentada.

Palabras clave: Escuela de Campo, Saberes Docentes,

Formación Profesional.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

RBEC

Tocantinópolis/Brasil

v. 5

e7055

10.20873/uft.rbec.e7055

2020

ISSN: 2525-4863

Introduction

The educational scenario points to

the exercise of teaching with many tasks,

responsibilities and actions that require, at

each moment, skills and knowledge. There

is a leveling off in teacher training courses,

whose discussions highlight the conceptual

and methodological alignment for teaching

practice and practice in schools in the

countryside and in the city.

It is increasingly distant in the

training of teachers who work in rural

schools, the concern to meet the

specificities and particularities of everyday

teaching action in this educational reality.

The parameter is the urban school model.

However, it is not intended to demarcate

and separate the two realities, but to

consider the particularities existing in each

space, creating a dialogue between them,

integrating with different and

complementary parts of a context.

Thus, the elements that are part of a

place permeate life and form the subject's

identity. An education aimed at the

development of the subject as a whole

should be concerned with such aspects, so

when it comes to rural schools, it is

essential to turn to pedagogical and

educational practices, aiming at the context

in which the school is inserted. It is

important to understand that people living

in the countryside have knowledge,

symbols and language full of their own

culture, which need to be respected and

considered in the teaching and learning

process.

In addition, Rural Education, as a

public policy, was driven by the

mobilization of different social subjects

who work in the rural area, in favor of an

education that recognizes the differences of

the subjects for whom it is intended,

through a curriculum, training,

management and own financing.

It is true that throughout the

professional construction, teachers go

through a trajectory of acquiring

knowledge developed according to the

context, training and experiences. Faced

with this problem, we ask wonder: What

professional knowledge is mobilized by the

teacher who works in a multiserial class at

a rural school? To answer this question, we

aim to reflect on the professional

knowledge of teachers who work in rural

schools built, related and mobilized by

teachers according to the demands and

challenges arising from this educational

reality. To this end, we combined the

empirical research, carried out with four

teachers who work in a rural school,

located in the state of Paraíba, with the

epistemological model of understanding

and analysis for the teachers' knowledge,

presented by Tardif (2011), translated into

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

RBEC

Tocantinópolis/Brasil

v. 5

e7055

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2020

ISSN: 2525-4863

knowledge professional, disciplinary

knowledge, curricular knowledge and

experiential knowledge. The combination

of these different knowledges is based on

the daily practice of the teaching

profession.

Thus, the professional knowledge of

teachers analyzed in this study, are

presented, first, from an apprehension of

epistemological contributions, recurrent in

the professional knowledge of teacher

training in the context of the tensions of

Rural Education; then, from the

perspective of valuing the knowledge

forged in the experience and practice of the

teacher who works in a multi-grade class at

the rural school, the locus for this research.

Epistemology, teaching knowledge and

professional training

Before starting the discussion, with a

view to the theoretical assumptions that

support the research, it is necessary to

briefly clarify the term “epistemology”.

The concept of epistemology refers to “a

study on science taken as a synonym for

knowledge. It is, therefore, a theory of

knowledge” and its object of study is

scientific knowledge. (Dalarosa, 2008, p.

344).

Gamboa (1996) describes that

epistemology, as a theory of science, is the

result of a positivist tradition of science

and must be understood as a theory of

scientific knowledge. For Gamboa (apud

Piaget, 1996), Epistemology and Theory of

Knowledge are synonymous, defining

epistemology as the study of valid

knowledge. Thus, there is a more complete

conception in which knowledge is not

static, and may undergo changes

throughout the processes of knowledge

construction.

Thus, when talking about the

epistemology of professional practice,

Tardif (2011) returns to the historicity of

epistemology, bringing as a contribution,

after the rise of Emmanuel Kant’s

positivism and the dissociation between

philosophy and science, the change from

the theory of knowledge to the theory of

science, about this,

We call epistemology of professional

practice the study of the set of

knowledge really used by

professionals in their daily work

space to perform all their tasks. Here

we give the notion of 'knowing' a

broad meaning, which encompasses

knowledge, competences, skills (or

aptitudes) and attitudes. (Tardif,

2011, p. 255).

In a context of recognition of the

different types of knowledge, previously

described as a “set of knowledge”, it is

necessary to reflect on teaching knowledge

with a plural knowledge nomenclature.

Tardif (2011) points to as coming from

professional training and disciplinary

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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knowledge, curricular and experiential.

The classification of teaching knowledge,

according to Tardif (2011), is defined as

follows:

a) Knowledge of Vocational

Training: the set of knowledge transmitted

by teacher education institutions, It is the

pedagogical knowledge related to teaching

techniques and methods, scientifically

legitimated and also transmitted to teachers

throughout their training process;

b) Disciplinary Knowledge: set of

knowledge recognized and identified as

belonging to different fields of knowledge

(language, exact sciences, human sciences,

biological sciences, etc.). This knowledge,

produced and accumulated by society

throughout the history of mankind, is

managed by the scientific community and

access to it must be made possible through

educational institutions;

c) Curricular Knowledge: set of

knowledge related to the way educational

institutions manage the socially produced

knowledge, which should be transmitted to

students (disciplinary knowledge). They

are presented, concretely, in the form of

school programs (objectives, contents,

methods) that teachers must learn and

apply;

d) Experiential Knowledge: set of

knowledge that results from the exercise of

teaching professional activity. This

knowledge is produced by teachers through

the experience of specific situations related

to the school environment and the

relationships established with students and

professional colleagues.

In this way, immersed in their

actions, teachers, over the years, establish

relationships with their respective

knowledge. However, the prominent

position among this knowledge, according

to the author, is occupied by the teachers'

experiential knowledge. This type of

knowledge the teacher controls, is different

from the others who depend on an external

relationship with him.

Similarly, when thinking about

professional knowledge, the object of our

discussion, it is expected that such

knowledge will be experienced in the

exercise of teaching, in which the teachers

are able to tie their practices, aspects of the

theory studied in undergraduate courses

(Tardif, 2011). The author also states that

professional knowledge is temporal,

because it changes characteristics

according to time, and because the

teachers, even before entering university,

already come from a reality in which

teaching is experienced since childhood.

At the same time, this knowledge is plural

and heterogeneous, since the teachers act

with different realities with a view to

various objectives.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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ISSN: 2525-4863

Commonly, the understanding is that

the role of the university is to train

professionals who are useful and necessary

to society. When is not possible, in the

case of teaching, it is customary to point

out distance in relation to the knowledge

acquired at the university with the exercise

of teaching. In this logic, mistakenly,

theory and practice are taken over by a

dispute, as if they were on opposite sides.

Therefore, breaking with the theory and

practice dichotomy, becomes emergent.

Training takes on a role in addition to

teaching, which aims at a mere scientific,

pedagogical and didactic update, and

becomes the possibility of creating space

for participation, reflection and training

(Imbernón, 2001).

Likewise, a critical reflection on the

reality of continuing teacher education is

necessary, understanding the context of the

training praxis, which lacks an

epistemological essence to support it. The

epistemological bias of teacher training

leads to the formative experience of

pedagogical work at school, and here, there

is a great tension in the Rural Education

policy: teacher training has recognized the

specificities that demand the reality of

rural schools and the direct implications

this reality in the teaching performance?

In this thought, the way teachers

think and organize their pedagogical

practices is closely related to the

epistemological perspective they assume

regarding the construction of knowledge.

For this reason, the way teachers

epistemologically understand the processes

of teaching and learning, “... advance,

delay or even impede the process of

building knowledge”. (Becker, 1993, p. 9).

Directly, the change in epistemological

conception about teaching and learning in

rural schools cannot be too far away from

the objectives that form the identity of

Rural Education. In summary, the training

of teachers to act in this space holds a

dialogue with the training of a subject

articulated to a project of human

emancipation and development for the

rural area.

The valorization of Rural Education

Knowledge

The transformations that have

occurred in the modern world have had a

major impact on daily life, in which the

process of globalization and technological

innovation has increased the demands of

capital society in the 21st century, and the

profile that is expected of individuals to

work in the labor market (Batista, 2016).

The work scenario started to demand from

workers, skills, competences and

knowledge, making the space even more

competitive.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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In the Rural Education, these

changes have also brought changes in the

role of the teacher and in the exercise of

teaching work. For Oliveira (2014), the

expansion of the teacher's role occurred,

among other aspects, with the consequent

influence of international organizations,

considering the educational goals of

developing countries, such as Brazil. In the

case of rural education, the way in which

the agenda on teacher education appears on

the public agenda emerges from tensions,

among them; that of making intentional the

training process from the perspective of

praxis, accompanied by the identity and

cultural valorization of the rural

environment. Situating the context of

teacher training for rural school, Caldart

(2002) state:

Building Rural Education means

training educators and educators of

and from the people who live in the

countryside as subjects of these

public policies that we are helping to

build and also of the educational

project that already identifies us.

How to do this is one of the issues

that should continue to occupy us

especially. (Caldart, 2002, p. 25).

The passage restate the need for rural

educators to have contextualized training,

according to the reality experienced there,

while they must assume the role of

transforming agent of that same reality,

transforming knowledge into action. The

teacher who works in the rural school is

the one who can and must cultivate the

feeling of appreciation and identity with

the rural environment, opening space for

the debate on the role of the educator, in

addition to the social nature of his

profession, resulting from the

transformation of its praxis and the diverse

knowledge established (Santos, 2012).

Following this direction, the Rural

Education paradigm requires: 1)

overcoming the antagonism between the

city and the rural area, which come to be

seen as complementary and of equal value;

2) valuing and respecting the existence of

different times and ways of being, living

and producing, contradicting the supposed

superiority of the urban over the rural and

admitting various models of organization

of education and school (MEC, 2007).

In this sense, life and space in the

countryside have their particularities, so

teacher training is not alien to the reality of

the countryside. As Rebouças (2013)

suggests, training for teachers working in

the rural area should consider collective

reflection, building new ideas and

practices, transforming their practices and

paying attention to the interests of social

groups, in which their performance is

being experienced. However, there is a

leveling off during training, in which

discussions permeate teaching practice and

practice to the demand of schools in cities.

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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Alencar (2010) points out the absence in

the Brazilian reality of a training policy

aimed at rural teachers, what he had and

still has, is a model parameter of urban

experiences and curricula. According to

Santos (2012, p. 119), the rural school is

inserted in a context that

... tends to perpetuate the imposition

of an educational model that,

historically, has served the city more

than even the rural areas. In the

opposite direction, it is necessary to

build a unit for the task that is posed

to the subjects for which this

education is intended: reaffirming the

collective commitment to a rural area

view, including education and public

policy, overcoming the ideal of a

school conceived as an invention the

city to prepare the elites to govern

and the popular strata to be labor.

(Santos, 2012, p. 119).

What must be fought, according to

Santos (2012) and Oliveira (2014), is the

dichotomous antagonism between rural

areas and city, understood as

territorialities that complement and

dialogue, that make up faces of the same

structural reality, marked by the division of

classes and the exploitation of labor in the

name of capital, governed by a hegemonic

capitalist logic and experiences of

resistance.

Certainly, it is necessary to reflect

upon the situations experienced in each

space and, from this reflection, hold a

dialogue between cultures that complement

each other, without valueing each other. A

teacher in the rural area must be aware of

the importance of the school as a

collaborating agent and of maintaining and

valuing life in the rural areas in the

cultural, social, political and biological

senses, which should be understood as a

constant for teachers in all areas, in a

multidisciplinary perspective (Oliveira,

2014). For Alencar (2010), starting in the

1990s, struggles for public policies,

agrarian reform and the defense of a

society project based on sustainable

development for the countryside began in

the rural areas, in which debates about the

role in the economic, political and social

development of the nation led to the

construction of a new concept of what

means to be rural. The paradigm shift from

traditional Rural Education to new Rural

Education is not so simple, since it needs

structural changes (Alencar, 2010).

Thus, it is necessary to establish the

difference between the concepts of

traditional Rural Education and new rural

education. For Alencar (2010), Rural

Education apprehends the concept of the

rural geographical space, characterized by

an education with urban values, which

favors migration and is based on a society

project strengthened in the latifundia and

agribusiness. The rural area, on the other

hand, encompasses the concept of territory

that defends a society project based on the

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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sustainable development of the area,

valuing the feeling of belonging of the

rural people, producing a reflection on the

social context focusing on the land issue.

For Oliveira (2014), in this new Rural

Education approach, a new status is given

to the teacher, that of an individual loaded

with knowledge, with the competence for

such knowledge to be materialized in

production, and promptly able and creative

in solving problems, without allowing all

that big gear to be stopped. Every passing

day, knowledge and attributions are

required from the teacher, which involve,

in addition to proactivity, creativity,

availability, disposition, the capacity of

resilience to overcome the daily difficulties

of his practice.

However, support is not always

provided for the teacher to exercise such

attributions, be they material or

pedagogical, mainly in public schools. It is

not possible to think of a multi-knowledge

and multitasking teacher, functions and

roles, without linking experiences and

possibilities in which teaching knowledge

is linked to real contexts and concrete

conditions of pedagogical practice

(Oliveira, 2014). To disregard the universe

of knowledge that surrounds a space is to

make it invisible to the eyes of those who

see it. Breaking with this invisibility is one

of the challenges for teachers, as they often

do not recognize their professional

knowledge. This is one of the greatest

challenges of the teachers, the recognition

of their knowledge, their memories, their

life and experiences, their authorship and

professional creativity, as they are driven

by the conformation of an identity

homogenization (Alencar, 2010).

When teachers recognize within their

practice, they also begin to visualize their

possibilities and limitations, making it

possible to rethink their actions (Rebouças,

2013). In this same thought, Oliveira

(2014) states the need for identity between

teachers and rural schools, demanding

recognition of the historical path that led

the peasant populations to this scenario.

However, many of the teachers who teach

in the rural areal do not reside and did not

have training focused on this space. As

suggested by Alencar (2010), being a

teacher in the rural area requires reviewing

positions on education, the school, the

student, the curriculum and their own

training. To be able to do that, the teacher

needs the ability to integrate the different

knowledge instituted by Tardif (2011): the

knowledge of the subjects, the curricular

knowledge, the knowledge of professional

training and the knowledge of experience.

According to Oliveira (2014), the

knowledge of teaching, through the

experiences of daily living, arising from

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

teachers’ voice...

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2020

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the relationship with the social and

geographical environment, as well as the

knowledge of the experiences, which are

formed from practice and daily life in

relation to activities teachers, make it

possible to reconstruct and train the

teaching subject: affective, ethical,

aesthetic and cognitive, enabling and

giving meaning to practice. It is necessary

to consider the knowledge beyond the

didactic contents that are born through the

experiences, which are not organized in

textbooks, which are learned through

practical experience, loaded with meaning

for the subject, as it is an inseparable part

of oneself. Such knowledge forged in

experiences should be valued within the

classrooms

Following the same thought,

Education in the rural areas is a right

gained through social struggles, in which

the right to study in the place where they

live is defended, without the need to move

to other locations, leaving aside an

important part in the construction of the

learning process; the valorization of

identity, knowledge, memories and its

local culture. For Oliveira (2014), the rural

school is a rural organization to articulate

culture, life and work, in addition to the

market reserve idea.

If we consider students who have

studied in public and rural schools, the

challenges can be even greater. The

population of the countryside occupied, for

a long time, an inferior position, in which

they were excluded during the process of

capitalist development, marked by slavery,

exploitation, expropriation and expulsion

(exodus) from the countryside (Oliveira,

2014).

Thus, the concept of education that

emerges from the struggle of the working

class in the rural areas is guided by the idea

of emancipation from work in relation to

subordination to capital, placing the

intention to articulate education and work

in an emancipating project (Molina, 2015).

Rural Education resists, with harsh marks

of denial of public power and social

neglect. The countryside is often seen as a

place of hard work, agricultural production

or as a space for leisure and rest, where the

people of the city take refuge from urban

and technological life. This view

corroborates a delayed look at country life.

Over time, educational policies aimed at

rural schools have been neglected by

public authorities who shy away from their

responsibility for the different treatment

given to subjects with rights in this space

(Morais & Santos, 2019).

Thus, the subjects livinh in the rural

area seek in education the opportunity to

become socially visible, having the

opportunity to build their space, integrating

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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the labor market to change reality and,

mainly, to be seen and valued socially. In

other words, the elements that involve the

rural school should be aimed at as a

learning context, so that the natural and

cultural richness of the rural school

territory is formative time-space (Oliveira,

2014). For Molina (2015), talking about

Rural Education means talking about the

agrarian issue, agrarian reform, land

decentralization, the need to confront and

overcome the logic of organization of

capitalist society, which transforms

everything into merchandise: land, work,

food, water, life. Thus, the social

movements of the countryside, carried the

bricks and the historical hopes in the

construction of these schools and run the

risk of further dislodging the educational

process of their young people when the

State prevents, due to the bureaucracy and

severe institutional norms, the insertion of

the dimensions peculiar to these subjects

and the effective performance of the

community within the school (Oliveira,

2014).

Methodological procedures

With a qualitative focus, we combine

shared, collective and creative work with

the daily learning of the investigated

reality. We bring a qualitative approach, as

it is a type of investigation focused on the

particularities, subjectivities and

experiences of individuals and / or groups.

Like this,

... qualitative research works with the

universe of meanings, motives,

aspirations, beliefs, values and

attitudes, which corresponds to a

deeper space of relationships,

processes and phenomena that cannot

be reduced to the operationalization

of variables. (Minayo, 2001, p. 22).

Within this logic, we focus on

answering questions that involve the

specificities of the researched environment,

worrying about verifying the reality in

which the subjects are inserted, which is

not possible to be merely quantified. This

type of qualitative approach allows a more

accurate perception of a reality,

understanding the aspects and attitudes of

the individuals' behaviors.

As for the procedures, the research is

of the bibliographic and field type. In the

bibliographic research, given the purpose

of putting the researcher in contact with

what has already been produced about the

research topic, we appropriate the

contributions of Tardif (2011), in

particular, in addition to authors such as

Gamboa (1996), Imbernón (2001),

Dalarosa (2008) and Macenhan, Tozetto

and Brandt, 2016) on teaching knowledge,

with a focus on professional knowledge.

To address teacher training and the reality

of the rural school, we brought the

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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discussions of Arroyo and Fernandes

(1999), Arroyo, Caldart and Molina

(2004), Alencar (2010), Santos (2012),

Oliveira (2014) and Molina (2015), among

others.

In terms of field study, in particular,

it is an important moment of discovery and

creation. A research, in some way, is an

account of discovering what is not known,

in a permanent conversion from apprentice

to researcher. In our own field research

experiences, we bring to the debate the

research carried out at Escola Flor de

Mandacaru, in the rural community of

Sertão, located in the city of São João do

Rio do Peixe, in the backlands of Paraíba.

For the purpose of ensuring anonymity, we

adopted a fictitious name for the school

and the rural community in which the

study was conducted. The criterion for

choosing this school was due to the

approximation of the researchers to the

institution, through a training activity

carried out, prior to this research. In view

of this, in an attempt to carry out training

processes more adequate to the emerging

needs of the school, we developed an

investigative attitude.

In 2018, there were 87 students at the

Flor de Mandacaru School, in which 15

were enrolled in early childhood education,

23 in elementary education - initial grades,

and 59 enrolled in Adult Education

program (EJA). The students who attend

Escola Flor de Mandacaru come from the

community itself and from three more rural

communities close to the school. The

physical structure of the school can be

described as follows: four classrooms, a

pantry, two simple bathrooms, a cafeteria,

a teachers' room, a library and a small

pantry.

As for the informants, four teachers

participated in the research, who represent

the entire teaching staff who worked at this

school in 2018 in early childhood

education and elementary school - early

grades (1st to 5th year). Two of the

teachers surveyed work in multi-grade

classes, that is, one teacher to attend

different grades in the same physical space

(classroom), with students of different ages

and levels of learning. The research was

conducted through an interview, from

September to December 2018, within the

scope of the school unit, without using

audio or video for recording. The

acceptance to participate in the research is

registered in the signing of the Free and

Informed Consent Term (ICF).

We used the semi-structured

interview in order to collect descriptive

data with the subject's own language,

through communication between

researcher and interviewee. The interview

was planned with the elaboration of

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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questions, respecting the specificities of

each subject, although they underwent

reformulation and alteration, as doubts or

new questions arose during the interview.

The use of this instrument allowed us to

analyze aspects of the teachers' subjectivity

that could be configured as determinants of

the work process and, at the same time,

allow the unveiling of issues specific to the

studied group. In the questions addressed

in the interview, we guided: profile,

teacher training and knowledge acquired

throughout the performance trajectory.

As for the characterization of the

research subjects, for ethical reasons, we

used pseudonyms to designate the

respondents, in order to ensure anonymity:

P1 and P2, P3 and P4. Thus, we will have

P1 and P2, P3, and P4 with reference to the

initial for Teacher. In table 1, we present

the profile of the respondents:

Table 1 - Profile of the research subjects.

Pseudonyms / subject

P1 P2 P3 P4

Age

25 years

30 years

26 years

Initial Training, year

and institution

Pedagogy –

2017 – UFCG

Pedagogy –

2000 – UFPB

Pedagogy –

2007 – UFCG

Pedagogy –

2017 - UFCG

Post-graduation/year of

conclusion

Psychopedagogy

/2018

Abstent

Psicopedagogia

Não possui

Institution

characteristics:

Public

Pública

Profession experience:

6 years

26 years

13 years

2 years

Levels which he/she

teaches /number of

students in 2018

Pre I, II e II*

1st ao 3rd*

4th year

5th year

* Multiseries class. Source: Research data (2018).

When observing the data in table 1,

the teachers are aged between 26 and 30

years old, and of the four, only one refused

to say their age. When considering

training, all teachers have a degree in

Pedagogy, however, in relation to

continuing education, at the postgraduate

level, only teachers P1 and P3 claim to

have both Psychopedagogy, differently

from P2 and P4 who do not have post-

graduation. University graduate even the

teacher P2 working for 26 years in the

area. Regarding the length of professional

experience, there is a difference between

the length of professional activity, since

teachers P1 and P4 have been working for

six and two years, respectively, while

teacher P2 has been working for twenty-six

years, and P3 thirteen years ago. All

teachers work in public schools in the rural

area.

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In this phase of data processing, we

seek to combine the statements of the

interviewees with the authors who discuss

training, knowledge and rural school,

under the prism of the particularities

involved in the school space, its dynamics,

functioning and organization. It was

possible to unveil some categories from the

data obtained. They were: “professional

knowledge in Rural Education”;

“Professional training in Rural Education”

and “challenges faced in Rural Education”.

Professional Knowledge and Rural

Education: What the Teachers Say

In this section, we will address the

results of the research, from the following

categories: “professional knowledge in

Rural Education”; “Professional training in

Rural Education” and “challenges faced in

Rural Education”.

We started from the first category,

professional training, considering that the

need for teacher training is experienced in

two distinct phases: initial and continuous.

The initial training of the teacher,

according to Tardif (2011, p. 288), "aims

to accustom students - future teachers - to

the professional practice of teachers by

profession and to make them reflective

practitioners". However, only initial

training does not meet the needs of the

teacher, as it seeks other mechanisms, such

as continuing training. The four

interviewed teachers, P1, P2, P3 and P4,

have a degree in Pedagogy, with

experience in school in the countryside,

respectively, 6, 26, 2 and 13 years.

Thus, dealing with the presence of

Rural Education discipline in

undergraduate (initial training),

participation in continuing education

courses and the relevance they attributed to

this discussion, Table 2 illustrates this:

Tabela 2 - Discipline in Rural Education.

Pseudonyms /subject

Course/discipline at Rural

Education at graduation

Yes

Participation in training for acting

at the Rural school

Não

Sim

Não

Sim

Relevance of training aimed at

Rural Education

Yes

Source: Research data (2018).

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As noted in the table, only P1 took a

course related to Rural Education in its

initial training, showing that the training

institutions, during the formative years of

the interviewers, did not offer specific

disciplines to work in Rural Education. For

Alencar (2010), teacher training can

present itself as a way to transform in its

defense for an education and school

different from the reality that exists in the

rural area. For Macenhan, Tozetto and

Brandt (2016, p. 510):

A program, concerned with broad

professional training, provides

opportunities for research and shows

that, in order to learn how to teach,

there is no recipe or a moment of

completion in training for the

practice of classroom practice. In this

perspective, learning to teach

depends not only on the initial or

continuing training in a dissociated

way, but on the training of teachers

from the conception of teacher

professional development. When

dealing with professional

development, initial teacher training

is certainly one of the key parts of

this process.

The teaching work in rural schools

requires teachers to have sensitive and

attentive views on issues about the

community, its economic production and

the demands of the subjects who live there,

demanding from their initial training a

broader character in the form of

contextualized content, practices and

methodologies. In support of these

considerations, there is also continuing

education. Of the four interviewees, two

participated in courses held sporadically,

without much depth of proposition and

discussion of methodologies and content

that consider the specificities and needs of

the field. The absence of training aimed at

the countryside level school spaces,

without considering their differences.

Alencar (2010) points out that when the

teacher training is placed and developed in

the rural area, transported from the urban

area, it does not value the memory, history,

production and culture of the people of the

countryside. Thus, teacher training from

the perspective of Rural Education is

planned and executed based on the active

participation of teachers, enabling them to

learn permanently that combine specific

knowledge of the teaching profession, with

the educational and social context of the

school and its surroundings.

Another point that Alencar (2010)

warns about is the lack of structure and

experience of teachers for the development

between school knowledge and everyday

knowledge. In other words, teachers'

pedagogical practices do not relate formal

education (systematic content appropriate

in the academic environment) to non-

formal education (content that is learned in

the world of life) and informal education

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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(content that is learned in the socialization

process).

As a result, we are facing the real

condition that the schooling process cannot

be distanced from the following objectives:

i) integrate schooling with professional and

social qualification; ii) integrating

scientific knowledge (school knowledge)

with knowledge of reality (local and global

social context) and the student's previous

knowledge (knowledge linked to the

student's life experience); iii) to form the

identity of the countryside population as a

subject articulated to a project of human

emancipation and development for the

countryside (Alencar, 2010).

In this sense, when the teacher has a

good background of knowledge, he is more

likely to provide satisfactory learning to

the child (Macenhan, Tozetto & Brandt,

2016). In fact, knowledge provides

subsidies to stimulate the students' learning

and integral development in an integral

way, considering the potentialities,

capacities, difficulties as well as meeting

the proposed objectives of the curriculum.

In this discussion, a data that

deserves to be highlighted is exposed in the

question about the importance of training

for Education in the rural area, in which

teacher P3 says she does not consider this

important, being contrary to the positions

of the others and without justifying why. It

is worth mentioning that, in the previous

question; the teacher did not take a course

on Rural Education during the period of

her initial training or participated in

continuing education. Even though the

Rural Education policy starts from the

recognition of the need for knowledge and

teaching skills forged in the unique and

singular experiences of the rural school.

Thus, it is necessary for the teacher to

recognize himself as a subject who

maintains a relationship of belonging and /

or appreciation with the culture of the

countryside.

With this in mind, denying the

intrinsic relationship between school and

the place it belongs to, weakens the way of

integrating knowledge into the daily

activities of their activities as teachers.

However, this denial can be conditioned by

the lack of information about the

specificities of Rural Education, as is the

case with the interviewees (Alencar, 2010).

Otherwise, teachers P2 and P4 claim

that they have already participated in this

type of training, even emphasizing that

they were offered through the education

department of another municipality that

both are teachers, while P1 and P3 say that

they did not participate in this type of

training.

As we can see, the lack of training

for teachers does not prepare for action that

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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overcomes the conditions of

marginalization of education in rural areas.

The learning that happens through and

sharing among the subjects who live in the

school environment is qualitative,

however, the teacher needs to have in-

depth knowledge, in order to promote the

dynamics of the classroom, leading the

dialogue process, if it is possible to

increase from the conceptual level of the

group as a whole (Macenhan, Tozetto &

Brandt, 2016). Thus, professional

knowledge is mobilized through

socialization processes established

throughout life, such as family, school,

students, professional colleagues and, of

course, in training institutions. These

relationships influence their decisions,

positions and behaviour in the face of the

event, the situation and circumstances

presented.

In fact, the lack of formative

systematization, combined with the

precariousness of services, weakens the

teacher's performance. The lack of a public

training policy linked to cultural and social

factors is one of the greatest obstacles to

experiencing a set of didactic-pedagogical

situations to be experienced in educational

spaces in the countryside.

Professional knowledge in Rural

Education

Here we discuss the understanding

about professional knowledge in Rural

Education. According to Oliveira (2014),

the knowledge of teaching is formed

through everyday experiences, arising from

the relationship with the social and

geographic environment, as well as the

knowledge from experiences that are

formed from practice and daily life in

relation to teaching activities.

About this, the teachers P3 states that

“as educators we are in constant training

and learn about the culture, the values of

the people of the countryside” (Verbal

information), but do not bring arguments

that talk about the knowledge acquired in

the described reality, talking about learning

Generally. Regarding the speech of teacher

P4, we have;

We teachers learn every day in our

teaching practice. We learn from our

students, from their parents, from

people in the community, from the

school team. It is impossible to

measure how many experiences and

learning we have in our luggage.

(Verbal information - P4).

The teacher's speech goes back to the

thinking of Tardif (2011) about

experiential knowledge, specific

knowledge developed by teachers in daily

practice and in the knowledge of the

environment in which they are inserted.

For the respondents, the main knowledge is

learned through practice in the rural

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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school. About this, P1 points out that, in

the exercise of his performance, he

encountered some problems related to

indiscipline and adds: “it was these

obstacles that led to the learning of new

teaching methods that contributed to my

adaptation in the community” (Verbal

information). Likewise, P2 stated that it is

“necessary to have humility and

understand the reality of education in the

countryside, looking for mechanisms for

the learners to know their origins and

customs” (Verbal information). The

interviewees' statements reproduce the idea

of theory and practice as opposing and in

dispute, as if they were not intimately

related and interdependent. Teacher

training comprises the knowledge learned

and the experiences.

Thus, regarding the knowledge of

their professional training to prepare to

work in the rural school, P1 and P4 share

the idea that the knowledge of professional

training does not prepare for working in

the countryside, although P1 emphasizes

that the experiences learned during

graduation made it possible to exercise

good practices in the classroom. P4 thus

tells us: “we are never ready” and

complements the answer by stating “one

learns to be a teacher in the rural area,

being a teacher in a country school”

(Verbal information). On the other hand,

P2 describes that professional knowledge

makes it possible to have broad and

satisfactory knowledge related to Rural

Education, but recognizes the need to,

more and more, go deeper, because

everything is constantly evolving.

Interviewee P3 states that professional

training prepared her to work in a rural

school, without, however, complementing

or justifying the statement.

As we see, it is recurrent in the

interviewees' speech that, in the daily

exercise of their function, the situations

experienced in the classroom require skill,

development of alternatives and strategies,

often conditioned to improvisation.

Although they recognize the knowledge

derived from initial training, they admit

that the knowledge of experience prevails

when it comes to the daily experience of

the task of teaching. Here, teaching

knowledge is done in the daily practice of

the profession. The knowledge that

emerges from the experiences is

fundamental and endowed with riches, but

we cannot fail to highlight the importance

of specific training as a source of learning

and development of the teacher's work.

Rural Education: challenges and

perspectives

In the category on the challenges for

acting in rural schools, the speech of

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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teacher P1 denounces the lack of structure

and resources. According to Arroyo,

Caldart and Molina (2004, p. 10), the

“school in the rural environment started to

be treated as a residue of the Brazilian

educational system”. In the same

reasoning, teacher P3 states that the biggest

challenge is getting closer to the

community, because as she does not reside

in the locality where she works, the bond

established with her professional

performance space occurs through

students, without a closer relationship with

the community. There is a need for identity

between teachers and rural schools that

demand recognition of the dimensions,

mainly, of the historical path that led

peasant populations to this invisibility

scenario (Oliveira, 2014). Otherwise, P2

and P4 state that the main challenge is to

deal with multiseries rooms.

We remember that the term

multiseriate or multiannual is assigned to

classes that have different age groups and

grades in the same classroom. This model

appears, mainly in the rural school,

because the classes are formed with few

students each year. In the classroom, there

is a single teacher, often assuming multiple

functions, for two, three and even four

different grades at the same time and in the

same space (Druzian & Meurer, 2013).

Thus, working with the multi-grade

class is a challenge for teachers who,

during initial and/or continuing training,

there is a lag, or even lack of guidance to

work in these spaces, which need a specific

organization and time. For this reason, the

teacher's daily life and his methodology

again gain prominence in this study when

mobilized by the knowledge of the practice

and the experiences lived in his

environment. This reality has generated an

overload on the teacher: multiseries

classes, diverse and different, structural

difficulties such as transportation or lack of

it, financial shortage of the family,

situations of discrimination against those

who are from the rural areas, among

others, but which have managed to

overcome them through education (Morais,

2017).

However, multiseries is not the

greatest obstacle for the teacher, but the

lack of the necessary resources for him to

develop quality work. The multi-grade

school in the countryside is still the main

source of access for rural communities to

education. The fact is that we have to fight

for the quality assurance of this teaching,

hampered by the precariousness of the

structure and inadequate for teaching work,

but never defend its closure. To break with

the logic of the closure of rural schools,

Arroyo and Fernandes (1999) defend the

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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organization of teaching by training cycles,

as a way of reducing the work of the

teaching professional, as the students

would be divided by baggage of

experiences, found according to the

contents, through each cycle lived they:

Organizing rural schools in cycles, in

my opinion, would be a great advance.

Why the rural school already works

with children of close ages, socialized

in a very interactive way, experiencing

very close social, cultural and

production experiences. The school

would not separate children and

adolescents by levels of content

learned, by series, but would approach

it by experiences, cultural, social ages,

learning, socialization. (Arroyo &

Fernandes, 1999, p. 36).

As we see, the relationship between

children of different ages, favors the

acquisition of knowledge and experiences,

contributing to the integral development of

the child. In recent years "the policy has

been to stimulate more and more studies in

the city, seeking to reduce the number of

schools in the countryside, under the

allegation that they are the most expensive

and become unviable". (Arroyo, Caldart &

Molina, 2004 p. 35). This causes students

to move from their community to the city

to access the school.

In this thought, when addressing the

bond of relationship and identity with the

community, teachers P1, P2 and P4 stated

that they feel part of the space, as both live

or were born in the countryside: “I am part

of history. I'm part of the community. My

students carry in their veins the blood of

the same ancestors as me” (Verbal

information - P2). For Santos (2012), it is

necessary to recognize the feelings of those

who live in and of the land, as they

recreate the feeling of belonging and

reconstruct their identities with the land

and its community. Undoubtedly, this

feeling combined with the appreciation of

the school space, recognizing and

considering the potential, culture and

knowledge of the community make the

pedagogical practice more significant, as it

is endowed with feeling. Teacher P3 also

reported that she has ties with students, as

she knows their families and way of life,

claiming to know the community and their

way of living and relating, but she does not

belong to that space. One of the problems,

according to Alencar (2010, p. 218):

What prevents the incorporation of

peasant life, the identity of the

countryside, life, history, memory,

knowledge and struggles of the

countryside subject within the school,

as part of the pedagogical praxis, as

the teacher himself has not

recognized his knowledge, his

memories, his life and experiences,

his authorship and professional

creativity, as they are governed by a

conformation of identity that

homogenizes him. (Alencar, 2010, p.

218).

Thus, when questioning whether the

curricular knowledge of their school is

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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organized to contemplate the context and

reality of the rural area, both teachers P1

and P2 stated that yes, the teachers of P3

and P4 reported that no, but that they seek

to adapt in practice:

The curriculum is imposed on all

schools as if they are all the same,

but we adapt to our student's reality.

If the book contains a text about the

day at the mall, we can create a text

about the day at the weir. (P4).

In this sense, the 2010 General

National Curriculum Guidelines for Basic

Education state that:

Art. 35 In the Basic Rural Education

modality, education for the rural

population is planned with necessary

adaptations to the peculiarities of life

in the countryside and in each region,

defining guidelines for three aspects

essential to the organization of the

pedagogical action:

I - curriculum content and

methodologies appropriate to the real

needs and interests of rural students;

II - own school organization,

including adaptation of the school

calendar to the phases of the

agricultural cycle and climatic

conditions;

III - adaptation to the nature of work

in the rural area. (Brasil, 2010, p. 12).

Even though it is established in the

Guidelines that the curriculum and the

school organization are developed

considering the environmental and cultural

conditions, a level curriculum is imposed

for teachers, in which they must make the

necessary adaptations. So, it is important to

ask: Can teachers plan their classes

according to these requirements? For

Alencar (2010), the pedagogical practice of

the rural area teacher needs to extrapolate

disciplinary knowledge, bringing themes

that are naturalized in the training space

and transported to the classroom by

teaching. The teacher must go beyond the

disciplinary contents, expanding the look

to the space itself, considering its floor as

unique, plural and fruitful for the student's

development.

In this way, the challenges of

teaching in the reality of rural schools are

presented in many ways, from the lack of

resources to gaps in training, however, as

said by one of the subjects “one learns to

be a teacher of Rural Education, being a

teacher in a rural school”. Which brings us

to Freire's teaching (1995, p. 58): “nobody

starts to be an educator on a certain

Tuesday at four o'clock in the afternoon.

Nobody is born an educator or marked to

be an educator. We become an educator;

we train, as an educator, permanently, in

practice and in reflection on practice”.

Conclusions

We understand that the construction

of knowledge and knowledge as something

permanent is built and modified from the

junction of theory and educational practice,

without forgetting the exercise of

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K. (2020). Professional knowledge and rural school: reflections on the

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continuing education. Listening to the

voices of the subjects of our research

reveals that the educators who work in the

rural school place greater emphasis on

experiential knowledge, followed by

disciplinary knowledge and training.

Teachers value experiential knowledge,

without disparaging professional

knowledge, because, without specific

training to work in the rural school, it is in

the everyday of their functions that

concrete situations live from which it is

necessary to decide the strategies and

actions in view of the situation displayed.

This attitude prevails due to

limitations related to the initial training

course, because, according to the

respondents, not all undergraduate courses

work in disciplines related to this field. It is

also a fact that there is no training at the

municipal level to assist teachers who

work in Rural Education.

Thus, in addition to the explicit need

for training aimed at teaching, it is

necessary to improve working conditions,

which are still precarious in rural schools.

According to the Ministry of Education

document, in addition to low qualifications

and lower salaries than those in the urban

area, they face, among other difficulties,

work overload, high turnover and difficulty

in accessing school, due to road conditions

and the lack of travel assistance (Brasil,

2007, p. 33). Added to this, the constant

instability of the school’s existence in the

rural community, on the grounds that they

are the most expensive and become

unviable. In this mistaken view, the rural

school is doomed to disappear, has a useful

life limited to the period for which it was

designed in order to meet established

performance requirements.

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Article Information

Received on June 19th, 2019

Accepted on January 20th, 2020

Published on April, 30th, 2020

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.

Orcid

Francisca Maísa Maciel Gomes de Almeida

http://orcid.org/0000-0003-2437-2282

Simone Cabral Marinho dos Santos

http://orcid.org/0000-0001-8338-8482

Taysa Kelly da Silva

http://orcid.org/0000-0001-7305-5078

How to cite this article

APA

Almeida, F. M. M. G., Santos, S. C. M., & Silva, T. K.

(2020). Professional knowledge and rural school:

reflections on the teachers’ voice. Rev. Bras. Educ. Camp.,

5, e7055. http://dx.doi.org/10.20873/uft.rbec.e7055

ABNT

ALMEIDA, F. M. M. G.; SANTOS, S. C. M.; SILVA, T. K.

Professional knowledge and rural school: reflections on the

teachers’ voice. Rev. Bras. Educ. Camp., Tocantinópolis,

v. 5, e7055, 2020.

http://dx.doi.org/10.20873/uft.rbec.e7055