Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e7750
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
1
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
Graduates of Rural Education in Natural Sciences:
Socioeconomic profile
Juliano da Silva Martins de Almeida
1
,
Wender Faleiro
2
,
Welson Barbosa Santos
3
1
Escola Agrotécnica da Universidade Federal de Roraima - UFRR. Campus Murupu. Rodovia 174, Km 37. Boa Vista -
Roraima.
2
Universidade Federal de Catalão - UFCat.
3
Universidade Federal de Goiás, Regional Goiás - UFG.
Author for correspondence: juliano.almeida@ufrr.br
ABSTRACT. The National Program of Rural Education
(Programa Nacional de Educação no Campo - PROCAMPO),
initiated in 2012, sought to establish an ensemble of articulated
actions in order to improve the quality of education in rural
areas of the country by adjusting teacher trainings to such
demand. In that context, this paper aims to investigate the
socioeconomic profile of graduates in Rural Education with
focus on Natural Sciences who got their degrees from UFERSA,
UFGD, UFTM and UFFS between 2014 and 2018. The results
show that 66.67% of the graduates are female; 57.14% are self-
declared Caucasian; aged 32.5 years old, on average; 43% are
married; and their average family income is 2 minimum wages
(33%). The courses on Rural Education present challenges such
as decreasing the dropout/Leave of Absence rates, and
guaranteeing that those who were banned from the educational
system have the right to continue and finish their higher-
education courses. As it is known, the precarization and
belittling of the teaching career is generalized in Brazil, but that
reality is even more starkly evident in Rural Education.
Keywords: graduates, rural education, teacher training, natural
sciences, socioeconomic profile.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
2
Egressos da Educação do Campo nas Ciências da
Natureza: perfil socioeconômico
RESUMO. O Programa Nacional de Educação do Campo –
PROCAMPO, lançado em 2012, buscou estabelecer um
conjunto de ações articuladas para melhor atender a educação de
regiões rurais do país a partir de uma formação docente ajustada
a tal demanda. Nesse contexto, o presente estudo buscou
conhecer o perfil socioeconômico de egressos em Educação do
Campo com habilitação em Ciências da Natureza, e que
obtiveram o título de licenciados pela UFERSA, UFGD, UFTM
E UFFS entre o período de 2014 a 2018. Os resultados apontam
que 66,67% dos egressos são do sexo feminino; 57,14% são
autodeclarados brancos; apresentam faixa etária média de 32,5
anos; 43% são casados; e apresentam renda familiar de 2
salários mínimos (33%). As Licenciaturas em Educação do
Campo apresentam desafios como a diminuição da taxa de
evasão/trancamentos, garantia aos excluídos do sistema de
ensino o direito à permanência e conclusão de seu curso
superior. Como é sabido a precarização e demérito da profissão
docente em nosso país é geral, contudo, é acentuada e
claramente desvelada nos professores do campo.
Palavras-chave: egressos, educação do campo, formação
docente, ciências da natureza, perfil socioeconômico.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
3
Graduado de Educación de Campo en Ciencias Naturales:
perfil socioeconómico
RESUMEN. El Programa Nacional de Educación sobre el
Campo - PROCAMPO, lanzado en 2012, buscó establecer un
conjunto de acciones articuladas para servir mejor a la
educación de las regiones rurales del país basadas en la
capacitación docente ajustada a dicha demanda. En este
contexto, el presente estudio buscó conocer el perfil
socioeconómico de los graduados en Educación Rural con
calificación en Ciencias Naturales, y quienes obtuvieron el título
de graduados de UFERSA, UFGD, UFTM y UFFS de 2014 a
2018. Los resultados muestran que el 66.67% de los graduados
son mujeres; 57.14% se declaran blancos; edad promedio actual
de 32.5 años; 43% están casados; y tener un ingreso familiar de
2 salarios mínimos (33%). Los títulos de licenciatura en
educación rural presentan desafíos tales como la disminución de
la tasa de deserción / bloqueo, garantizando a los excluidos del
sistema educativo el derecho a quedarse y completar su título
universitario. Como se sabe, la precariedad y el demérito de la
profesión docente en nuestro país es general, sin embargo, se
acentúa y se revela claramente en los maestros del campo.
Palabras clave: graduados, educación de campo, formación
docente, ciencias naturales, perfil socioeconómico.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
4
Introduction
With the National Rural Education
Program (Programa Nacional de Educação
do Campo - PROCAMPO) launched in
2012, forty-two Higher Education
Institutions were selected to implement the
Degree Course in Rural Education (Curso
de Licenciatura em Educação do Campo -
LEdoC). It is worth mentioning that in
2008 the Federal University of Minas
Gerais (UFMG), Federal University of
Bahia (UFBA), Federal University of
Sergipe (UFS) and University of Brasília
(UnB), due to “the experience in training
educators of the field and/or experiences
with implementing a degree by area of
knowledge and/or experience in sharing
management with the subjects of the field
and their representations” were invited to
develop a pilot experience, whose proposal
“aimed to stimulate the creation of public
projects in public Universities teaching,
research and extension in the context of
training educators to work with the
population that works and lives in and
from the countryside” (Antunes-Rocha et
al., 2011, p. 19).
The Bachelor’s Degrees in Rural
Education present throughout Brazil
comprehends different areas of knowledge,
such as: Arts, Literature and Languages,
Human and Social Sciences, Nature
Science and Mathematics, and Agrarian
Sciences. The challenge is to adjust these
degrees to the local demands of rural
workers based on a pioneering project
aimed at strengthening peasant identity. In
this endeavor, the bet is that specialized
training for the countryside, as well as
school for such social groups, can meet the
needs of these peasants scattered
throughout the country. That is why there
are rural graduations from Rio Grande do
Sul to the state of Amapá, from Bahia to
Mato Grosso.
Thus, through the implantation of
Bachelor's degrees in Rural Education in
Brazil and the formation of the first classes
from 2018 - except for the pioneering
projects of the mentioned Universities - the
question arises: What is the socioeconomic
profile of graduates in Rural Education
with qualification in Natural Sciences?
In presenting this research proposal,
we emphasize that the profile’s surveys of
the graduates of the Degree in Rural
Education courses that we have (Molina,
2014) opened the way for a discussion, but
they can be improved, expanded and aimed
at meeting more specific demands amid the
set of qualifications that the training offers
in the country, considering that the large
number of trainees in Brazil in Rural
Education took place in late 2018.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
5
Within the perspective of what has
already been done, Sagae (2015), in a
survey of 15 graduates from the
UNICENTRO’s Rural Education Degree
course checked that 80% of the graduates
act as teachers in their communities of
origin, however they signaled the absence
of interdisciplinary training. Brito and
Molina (2016), when conducting a classic
study on graduates of the Degree in Rural
Education at the University of Brasília
(UnB) sought to survey this issue. The
authors found that 55% of the graduates of
the course in question work in the area of
training and have difficulties such as:
school planning, changing school
structures and promoting real changes in
the lives of students; traditionalist
curriculum and unrelated to students' daily
lives, among others. In this context, the
present study aimed to carry out a survey
on the profile of the graduates of the Rural
Education Degree courses - LEdoCs, with
qualification in Natural Sciences.
Development
It is understood that the quantitative
and qualitative aspects of an object of
study are closely related in a research,
whether in the field of Human or Exact
Sciences. This occurs because the
quantitative can be explained by the
qualitative and assigns a meaning in itself
and through what has been studied (Souza
& Kerbauy, 2017). In this sense, from a
qualitative and quantitative approach, we
will seek to investigate the profile of
graduates of the Degree in Rural
Education, distributed in the following
educational institutions: a) Federal Rural
University of Semiárido - RN; b) Federal
University of Grande Dourados - MS; c)
Federal University of Triângulo Mineiro -
MG; d) Federal University of Fronteira do
Sul - SC.
In collaboration with the
coordinators of the LEdoCs involved, a
registration survey of graduates who
obtained a degree from 2014 to 2018 was
carried out for the purposes of contacting
and invitating graduates to participate in
the study, as well as the flow of vacancies,
registration, enrollment, registration
locking and graduates with qualifications
in Natural Sciences for the highlighted
period. We reinforce that although the
majority of undergraduate courses trained
their students in 2018, there are two
institutions among which involved
graduating students within the mentioned
period, that is, between 2014 and 2018.
Upon collecting the registration’s
information, 53 graduates were contacted,
including 6 from UFERSA, 3 from UFTM,
28 from UFGD and 16 from UFFS. Of this
total, only 21 graduates contributed with
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
6
information that supports this discussion,
that is less than 50% of the total sample.
This factor may be associated with limited
access to the internet, a common issue
among social groups such as family
farmers, who live far from urban spaces
and whose access to technological
resources, in addition to being difficult, has
costs above the average charged in urban
spaces. If we consider that 32 graduates
can live in rural/urban areas that do not
have continuous or daily access to the
internet, added to the economic conditions
to have such access, perhaps it is there the
justification for why a considered number
of participants did not respond in a timely
manner to the questionnaire sent.
The information gathering was
carried out by completing an online
questionnaire prepared on the Google
Platform and subsequently sent by email to
the participants, together with a Free and
Informed Consent Form. The questionnaire
was available for filling for 60 days. It is
believed that the choice of this form of
collection provided a favorable
environment for the expression of the
participants’ opinions and perceptions
about the questions, as there was no
embarrassment regarding the interviewer
or even inhibition of responses, for
example.
Table 1 shows the quantitative data
of the offer of global vacancies (VG),
numbers of global registrants (IG), global
enrollments (MG), registration
locking/dropout (T/E) of students in the
Qualification in Natural Sciences (CN) and
graduates (EG) in Natural Sciences in the
Degree in Rural Education courses present
in the institutions that make up the present
study. It is important to note that the global
term is related to the total number of
vacancies, register and enrollments in
LEdoCs, offered by UFTM, UFERSA and
UFGD, since the referred institutions offer
qualifications to graduates in up to two
areas of knowledge. UFFS is the only HEI
(Higher Education Institute) among the
aforementioned, which offers a specific
course in Rural Education with a
qualification in Natural Sciences.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
7
Table 1 - Flow of vacancies, register, enrollments, lock-ups and graduates from the Degree in Rural Education
(LEdoC) between the period 2014 to 2018 at UFERSA, UFTM, UFGD and UFFS.
Source: Data collected by the authors (2019) in collaboration with UFERSA course coordinators: Federal Rural
University of the Semi-Árido; UFTM: Federal University of Triângulo Mineiro; UFGD: Federal University of
Grande Dourados; UFFS: University of Fronteira do Sul; * not informed by the corresponding HEI.
Among the HEIs described in Table
1, UFGD offered the highest number of
vacancies to enter the Degree in Rural
Education between the years 2014 to 2018,
also verifying that UFTM did not offer
vacancies to enter the undergraduate
course between 2016 to 2017.
In the context of “global enrolled”
(IG - Table 1), UFFS presented the largest
number of enrolled in selection processes
to enter the course in question, which may
be related to the qualification offered in
only one area of knowledge, which on the
other hand makes it propitious to
subscribers the identification and
relationship with the Physics, Chemistry
and Biology sciences. Another factor to be
considered about the number of enrolled in
this institution is based on the location of
that university, which is in the mesoregion
of the state of Paraná, called
Cantuquiriguaçu, and consists of 20
municipalities.
According to data from the
Pedagogical Course Project (PPC) for
Undergraduate Education at UFSS, the
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
8
course “intends to serve teachers who do
not have the required minimum
qualifications, those who are not licensed,
who are working in rural schools, young
people inserted in social movements, who
concluded high school and can improve the
educational processes in their regions,
teachers who already have university
degrees but intend to expand their
knowledge in the fields of education, and
other interested parties”. Thereby, it is
understood that the high number of
enrolled in the selection processes from
2014 to 2018 may be related to the care of
this class that seeks training in Natural
Sciences.
Among the participating institutions
(Table 1), UFTM had the highest number
of students enrolled between 2014 and
2018, as well as the lowest number of
students who chose to lock/evade the
course in question, when compared to
UFFS and UFGD, respectively, which may
be related to the qualifications offered at
the end of the course, that is, Mathematics
and Natural Sciences. As observed for
UFFS previously, the qualifications offered
by UFTM, may have contributed to the
lower locking/dropout rates (Table 1), as
well as the didactic-pedagogical strategies
adopted by the course coordinators,
teachers and the institution for permanence
of the student in the course. Regarding the
formation of graduates (EG) in Natural
Sciences (Table 1), UFGD was the
institution that contributed the largest share
of graduates to the educational scenario of
Rural Education.
It is also important to highlight the
lack of quantitative surveys on admission
and vacancies for Rural Education at the
national level, with a view to training
teachers to work in rural areas. Still,
regarding the analysis categories, from the
questionnaire sent and the responses
obtained, such documents allowed us to
observe interesting data in the field of
gender. It is observed (Table 2) that
females comprise the majority of graduates
(66.67%), among those who obtained the
title of graduate in Rural Education with
qualification in Natural Sciences.
The data in question reinforces the
predominance of women in the Brazilian
educational scenario, when we consider
courses in the area of teacher training. In
line with our finding, data from the 2017
National Higher Education Sense (Instituto
Nacional de Estudos e Pesquisas
Educacionais Anísio Teixeira - INEP,
2018), which showed in 2017, 1,122,350
women enrolled in undergraduate courses
offered at the Federal Higher Education
Institutions (IFES) of Brazil, in
comparison to 467,078 men.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
9
Table 2 - Characterization of graduates in Rural Education with a degree in Natural Sciences from UFERSA,
UFTM, UFGD and UFFS.
Region
Year
Gender
Color or race
Average age
Male
Female
White
Brownish
Black
Northeast
UFERSA
0
1
1
0
0
25
Center-west
UFGD
3
9
4
7
1
37
Southeast
UFTM
0
2
2
0
0
38
South
UFFS
2
4
5
1
0
30
Total
5
16
12
8
1
---
Percentage
33.33%
66.67%
57.14%
38.09%
4.76%
---
Source: Data collected by the authors (2019). UFERSA: Federal Rural University of the Semi-Arid; UFTM:
Federal University of Triângulo Mineiro; UFGD: Federal University of Grande Dourados; UFFS: University of
Fronteira do Sul.
For Barreto (2014), the entry of
women in undergraduate courses occurs
mainly due to the fact that men prefer
technological courses. Although we must
consider that women in education indicate
a little of the process of intentional
precariousness to which national education
has been subjected since colonization.
In this same path of understanding,
Fleuri (2015, p. 63), in a classic work on
the professional teaching profile in Brazil,
found that “the category of Brazilian
teachers is made up of an eminently
female, adult, married, nuclear family,
from lower middle class”. This context, in
turn, occurred slowly over the 19th
century:
The entry of women in the exercise
of teaching - which, in Brazil, occurs
throughout the 19th century (at first
slowly, then in a frighteningly strong
way) - was followed by the
expansion of schooling to other
groups or, more especially, by the
entry of girls in classrooms (Catani et
al., 1997, p. 78).
Thus, we realized that both
schooling and the entry of women into
teaching, was marked by struggles and
difficulties related to the female condition
in Brazil. At that time, women suffered
from the prejudice of an education that
formed them only to be a good wife,
mother and housewife and the classroom
was understood as an extension and
training space for the family. In this field,
important considerations on the issue of
women in the classroom are highlighted by
Santos et al. (2019) and Louro (2014). The
authors show us how women are part of a
whole gear for the control processes that
the school has as its challenge and
exercise. We refer to the production of
docile bodies and adjusted to the normative
processes of a society idealized and
discussed by Foucault (2007).
The authors Santos et al. (2019) and
Louro (2014) refer to the presence of
women in Brazilian school associated with
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
10
the need for a moralization that historically
has been put on and perpetuated, still
presenting a religious nature, an issue that
still gives meaning to the teaching
profession for many institutions and
managers in the education of our times. As
for the man in education, according to
Louro (2014), his presence has always
been well defined since the colony and
only in recent decades has it received a
new configuration. This reinforces why
since colonial Brazil, there has been an
increasing and gradual insertion of women
in school space, concomitant with
withdrawal and less acceptability of men in
these spaces. In contrast, women have a
growing insertion, both as a student and as
an educator.
Another important fact is that this
action is consistent with the moment of
expansion of education in a country with
high illiteracy rates. Soon, women adjusted
more easily to the literacy process,
although it is not a rule. Santos et al.
(2018) signals that the woman was
involved by the belief that her maternal
patience made her more skilled in this
work. As for man, to this day, is seen as
inadequate to basic teaching in the most
traditional environments of education, the
authors point out. It was through the
easiest possibility of controlling the
activities of women at school, through the
role of domination exercised by men even
in school management, that she was called
to such work. In this path of understanding,
Louro (2014) refers us to affirm all this
apparatus of action, which has the balance
of lowering education, since the female
labor is cheaper than the male.
Therefore, supported by Santos et al.
(2018), it is known that to expand national
education it was necessary to make it
cheaper. For the authors, this happened in
the past and is perpetuated, since women
only supplement family income by giving
classes and dedicating themselves to the
activity part-time, but taking home a lot of
work to do. Another important and
aggravating consideration are the concepts
of teaching as a priesthood and the practice
of love, a religious heritage about
education and so fought by theorists like
Tardif (2002). We emphasize that this is a
Jesuit heritage in education from the
beginning of colonization. Although they
were expelled from the country by the
Portuguese crown in the colonial period,
their heritage came until a few decades ago
and is perpetuated in spaces of peasant
education. Referenced in the author, we
know that it was in the last decades of the
twentieth century that the need to
systematize the teaching profession started
to combat this perspective of priesthood in
education. Therefore, the Jesuits' departure
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
11
is a factor that contributed to the increasing
insertion of women in teaching, as
reinforced by Gondra (2003). Thereby,
after centuries, women have a major
presence in Basic Education.
Another data that seems to us to be
very peculiar and allows us to be
considered arguments is the color or race
identified among the research participants
(Table 2), in which 57.14% of the
graduates declared to be white, 38.09%
brown and 4.76 % black. Nascimento and
Fonseca (2013) reinforce that ethnic
identification is a variable, multi-
dimensional data, which varies according
to social, cultural, political and economic
factors. In this way, the ethnic-racial
identity is associated both with the ethnic
characteristics of the population and with
the self-perception of each individual.
Although Law No. 12.711 of August
29, 2012, known as the Quota Law (Lei
das Cotas), reserves 50% of vacancies in
all courses at Federal Higher Education
Institutions, taking into account socio-
racial criteria, it is noted that the access of
people declared black or brown in IFES are
relatively low. The Annual Report on
Racial Inequalities in Brazil (2009-2010)
published in 2010 (Paixão et al., 2010)
highlights the significant differences
regarding higher education for whites
(20.5%) and blacks or browns (7.7%) and
even in which courses such social groups
appear in greater or smaller numbers.
From the data mentioned, we ask:
Who are Brazil's browns? Already seeking
to answer this question with another
question, aren't browns miscegenated
between blacks and Indians who were
brought here or already inhabited? And
perhaps these social groups of excluded
and vulnerable people in Brazil of our
times are not the direct heirs of all the
abuse committed to blacks and Indians in
this country, historically? Can't we
conclude this?
Through so many questions, we will
only try to affirm that although we have
more than 500 years of history, the
difficult access of vulnerable groups to
higher education is perpetuated in the
country. Therefore, data from Educação do
Campo confirm that even though
undergraduate courses are an ascension
path for popular classes to rise from their
economic conditions, subordinate groups
are not recognized, as Santos et al. (2019),
still cannot access the quality training
offered by Federal HEIs (Higher Education
Institutes. We agree that such statements
since field degrees are only offered in
Federal Higher Education institutions, even
so, the low rate of blacks and browns
indicates that they are still a minority in the
Federal HEIs.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
12
In the confirmation of what we are
reasoning, Table 2 indicates that UFGD,
located in the Midwest region, contributed
the largest portion of graduates in
Education in the Field with Qualification
in Natural Sciences, of which in the
amount, that is 12 graduates, nine are
female. The data presented in Table 2
allows us to verify that there is a
predominance of white ethnicity in this
group. This confirms the absence of blacks
and browns in higher education processes
in the country's Federal HEIs, even in
training in which the popular classes are
more present, as is the case with
undergraduate degrees.
Another important data that is
observed in this research concerns the
verified average age group. Among the 23
participating graduates, the average age is
32.5 years, with a minimum and maximum
age of 24 and 61 years, respectively. In
Table 2, it can be seen that most UFGD
graduates who completed the Bachelor's
Degree in Rural Education between 2014
and 2018 have an average age of 37 years
old. Which indicates the late entry of these
participants in Higher Education. We
assume that this milestone may be
associated with low schooling in the
countryside, illiteracy in relation to the
initial grades, the lack of opportunities to
enter higher education, issues that are
aggravated when taking into Federal
Institutions. In addition to the
aforementioned, the difficulties of
movability and fixedness during training,
when we consider those who live in the
rural environment or small cities.
Something we can bring to the
debate is that this late access to university
education may be signaling what happened
to the University in the last 15 years in
terms of its expansion, making it more
accessible to the popular classes. We can
reason too that they would be people who
resume academic education at a time when
they would already be experienced. This is
because, if linked to other professional
subsistence activities, at the age when they
enter college, they would have already
considerable experience in the previous
activity. Also, it can be understood due to
the fact that at such an age a professional
maturation is required, which provides
subsistence even for the already
established family, a dissatisfaction in
what was done until then.
In the case of our participants, they
are starting training for a new professional
career. Hence the question is: what is
leading these women to higher professional
training at an age above the national
average? In the quest to understand such
questioning, it is worth considering that the
history of non-recognition of the
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
13
countryside people, of denial as an identity
is a historical fact in Brazil and they may
be seeking this place of recognition.
Always denied by the urban, such
behaviors triggered a strong process of
social subordination, a mechanism that has
involved them over the centuries, since the
colonization of the country by the
Portuguese.
We assume that this situation of
demerit in relation to the peasantry or the
effects of it may be driving such women to
take up the challenge of changing the
history of themselves, their families and
the social groups in which they are
inserted. In this understanding, it is worth
considering that many of these women
possibly will not be in the classroom as a
teacher, presupposed by the age at which
they completed and will complete such a
degree. One argument that we consider
valid is the effect that such graduation can
have in relation to their children,
grandchildren and great-grandchildren,
descendants who can learn the path of
academic studies as a process of resistance,
in the face of historical subordination and,
at the same time, the strengthening of
peasant identity as a subject of rights and
denied citizenship. Such considerations
seem reasonable to us and show us how
complex the historical effect that some
social issues of non-social recognition in
the country leave and left marks on
vulnerable social groups such as the rural
worker, the riverside, the black, the
Indian.
Regarding marital status (Figure 1-
A), 43% said they were married and 29%
were single. Most participants are parents
(Figure 1-B) and have an average of two
children (Figure 1-C). The analyzed data
confirm the age group in which this public
is accessing higher education. Still, they
reinforce our assumption that they are
looking for specialized graduation in a
higher education course, but that, certainly,
there was an action exercised as a worker
in other activities that gave them a
subsistence condition until higher
education, after all, these are people who
constitute the place of fathers and mothers
of families.
An issue that we consider important
to emphasize is that even in the face of all
the professional demerit and depreciation
towards teachers, such public has been
betting that studying to be a teacher may
still be better than the condition that
brought them here. We assume that for this
public that has occupied rural degrees,
teaching is shown as a way to find a
profession that can take them out of
subordination. Hence, a new question
arises: perhaps the freshmen of all degrees
in the country, do not follow this same
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
14
path, as INEP, since 2005 points out?
(INEP, 2007). Are these the people who
leave public schools with the worst grades,
with the lowest income in our society, with
parents whose backgrounds have high
levels of illiteracy?
Figure 1 - (A) Marital status; (B) alumni/children ratio; (C) ratio of graduates/number of children; (D) family
economic income of graduates; (E) participation in the family economic income of graduates in Rural Education
with a degree in Natural Sciences from UFERSA, UFGD, UFTM and UFFS.
Source
Source: data collected by the authors (2019).
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
15
Another fact that adds in relation to
those already described concerns the
economic situation of the graduates (Figure
1-D). It was found that the majority of
these (33%) declared a family income of
two minimum wages, followed by three
minimum wages (24%). It is also important
to consider that 5% declared family
income below the minimum wage.
In addition to everything that has
already been described and reasoned, it is
evident that there is a need to achieve
quality of life in the search for higher
education, based on better remuneration.
Let us consider that the income of the rural
worker is achieved through manual labor,
exercised on his small area of land.
Therefore, the data inserted here show us
how teaching has historically become a
path of professional structuring for popular
classes in Brazil. As mentioned earlier, the
data from INEP (2007) has confirmed this
issue for almost a decade and a half.
When asked about participation in
family income (Figure 1-E), 43% of
graduates contribute partially to family
expenses, and 33% contribute fully, that is,
76% of graduates contribute partially/fully
to support their families. Again, this data
shows us the economic reality of the
peasant populations and the teachers who
have been looking for graduation to work
in these rural schools based on a degree
that legitimizes them in this work. Let us
consider that this is not a specificity of the
countryside. Searching for degrees in the
possibility of a better condition of
economic, financial and professional life is
a Brazilian reality, as already said, given
its vast population that lives in minimal
conditions of dignity. Therefore, we
consider that the popular class family in
the country needs assistance in
maintenance, the contribution of all its
members, being an imprint of our society.
Final considerations
When looking for work
considerations, some marks already well
studied in terms of urban education are
reinforced in research focused on the field,
such as the presence of women in
undergraduate courses, the precarious
processes of education that such design
represents, as well as the perpetuation of
this woman in the classroom as a body
docilizer. Another important issue
regarding the feminine in the researched
LEdoCs is the profile that reinforces how
much the subject of the field has been
looking for new horizons, new meanings
and strengthening, an issue that has been
discussed since the 1990s, when social
movements started this fight for a better
education in the countryside. In this sense,
the work shows a whole female movement,
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
16
in the search for a place of recognition,
through the duality of gender so strong in
the peasant space. We observe that the
Bachelor's degrees in the field have been
one of those paths of strengthening and
new possibilities for this woman in the
field.
However, other important data to be
highlighted is the fact that Licentiate
degrees in Rural Education have several
challenges and one of the biggest is to
reduce their dropout/registration locking
rate, guaranteeing those excluded from the
education system the right to stay and
complete higher education, and that this
fact can transform not only the life of this
student, but of his entire family and
community. As it is known, the
precariousness and demerit of the teaching
profession in our country is general,
however, it is accentuated and clearly
unveiled in rural teachers.
In the present study, among those
who obtained a degree in Rural Education
with a degree in Natural Sciences, 66.67%
are female. The data reinforce the
predominance of women in the Brazilian
educational scenario, when we consider
courses in the area of teacher graduation.
However, it is worth noting that both
schooling and the entry of women into
higher education was and is marked by
struggles and difficulties in relation to the
female condition in Brazil.
Regarding the ethnicity identified
among the survey participants, 57.14% of
those declared to be white, 38.09% brown
and 4.76% black. The average age group
verified was 32.5 years, with the minimum
and maximum age being 24 and 61 years,
respectively. Regarding marital status,
43% said they were married and 29% were
single. Most participants are parents and
have an average of two children. Most of
these (33%) declared a family income of
two minimum wages, followed by three
minimum wages (24%), and it is important
to consider that 5% declared a family
income below one minimum wage.
Again, the data show us the
economic reality of the peasant populations
and the teachers who have been looking for
graduation to work in these rural schools
based on a degree that legitimizes them in
this work. Let us consider that this is not a
specificity of the field. Searching for
degrees in the possibility of a better
condition of economic, financial and
professional life is a Brazilian reality, as
already said, given its vast population that
lives in minimal conditions of dignity.
Therefore, we consider that the popular
class family in the country needs assistance
in maintaining it, the contribution of all its
members, being a mark of our society.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
17
References
Antunes-Rocha, M. I., Diniz, L. S., &
Oliveira, A. M. (2011). Percurso formativo
da Turma Dom José Mauro: segunda turma
do curso de Licenciatura em Educação do
Campo da FAE-UFMG. In Molina, M. C.,
& Sá, L. M. (Orgs.). Licenciaturas em
Educação do Campo – Registros e
reflexões a partir das experiências-piloto
(UFMG; UnB; UFBA e UFS) (pp. 19-34).
Belo Horizonte, MG: Autêntica Editora.
Barreto, P. C. S. (2014). Gênero, raça,
desigualdades e políticas de ação
afirmativa no ensino superior. Revista
Brasileira de Ciência Política, 16, 39-64.
https://doi.org/10.1590/0103-
335220151603
Portaria Normativa nº 18 em 11 de outubro
de 2012 (2012, 15 de outubro). Dispõe
sobre a implementação das reservas de
vagas em instituições federais de ensino de
que tratam a Lei nº 12.711, de 29 de agosto
de 2012, e o Decreto nº 7.824, de 11 de
outubro de 2012. Recuperado de:
http://portal.mec.gov.br/cotas/docs/portaria
_18.pdf
Brito, M. M. B., & Molina, M. C. (2016).
Estudo com egressos da licenciatura em
Educação do Campo da UNB no contexto
da expansão da Educação Superior. In
Anais do XXIV Seminário Nacional
UNIVERSITAS/BR (pp. 1723-1746).
Maringá, PR.
Catani, B. D., Bueno, B. O., Sousa, C. P.,
& Souza, M. C. C. C. (1997). Docência
Memória e Gênero: Estudos sobre
formação. São Paulo, SP: Escrituras.
Fleuri, R. M. (2015). Perfil Profissional
docente no Brasil: Metodologias e
categorias de pesquisas (Série Documental
- Relatos de Pesquisa, n. 40). Brasília, DF:
Instituto Nacional de Estudos e Pesquisas
Educacionais Anísio Teixeira.
Foucault, M. (2007). História da
sexualidade volume I: a vontade de saber.
Rio de Janeiro, RJ: Graal.
Gondra, J. G. (2003). Educação no Brasil:
História, cultura e política. Bragança
Paulista, SP: EDUSF.
INEP. (2007). Panorama da educação no
campo. Instituto Nacional de Estudos e
Pesquisas Educacionais Anísio Teixeira
(INEP). Brasília, DF, INEP/MEC.
Recuperado de:
http://portal.inep.gov.br/documents
INEP. (2018). Censo da Educação
Superior. Instituto Nacional de Estudos e
Pesquisas Educacionais Anísio Teixeira
(INEP). Brasília, DF, INEP/MEC.
Recuperado de:
http://portal.inep.gov.br/censo-da-
educacao-superior
Louro, G. L. (2014). Gênero, sexualidade e
educação: Uma perspectiva pós-
estruturalista. Petrópolis, RJ: Vozes.
Molina, M. C. (2014). Análises de práticas
contra-hegemônicas na formação de
educadores: reflexões a partir do Curso de
Licenciatura em Educação do Campo. In
Souza, J. V. (Org.). O método dialético na
pesquisa em educação (pp. 263-290).
Campinas, SP: Autores Associados.
Nascimento, A. S., & Fonseca, D. G.
(2013). Classificações e identidades:
mudanças e continuidades nas definições
de raça e cor. In Petruccelli, J. L., &
Saboia, A. L. (Orgs). Características
étnico-raciais da população: classificações
e identidade. Estudos e análises.
Informações demográficas e
socioeconômicas (pp. 52-82). Rio de
Janeiro, RJ: IBGE.
Paixão, M., Rossetto, I., Montovanele, F.
C., & Luiz, M. (2010). Relatório Anual das
Desigualdades Raciais no Brasil: 2009-
2010. Rio de Janeiro, RJ: Garamond.
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021). Graduates of Rural Education in Natural Sciences: Socioeconomic profile...
RBEC
Tocantinópolis/Brasil
v. 6
e7750
10.20873/uft.rbec.e7750
2021
ISSN: 2525-4863
18
Sagae, É. (2015). Licenciatura em
Educação do Campo: um processo em
construção (Dissertação de Mestrado).
Universidade Federal de Santa Catarina,
Florianópolis.
Santos, W. B., Faleiro, W., Sant'Ana, T. F.,
& Dias, W. F. (2018). O masculino e o
feminino na escola: as contradições da
norma e da forma discursivamente
impostas. Uberlândia, MG: Navegando.
Santos, W. B., Sousa, C. J., Ribeiro, D. F.
K. S., Alves, D. O., & Faleiro, W. S.
(2019). Modelos 3DR nas Ciências da
Natureza: um repensar do capital cultural
na escola do campo. Goiânia, GO: Kelps.
Souza, K. R., & Kerbauy, M. T. M. (2017).
Abordagem quanti-qualitativa: superação
da dicotomia quantitativa-qualitativa na
pesquisa em educação. Educação e
Filosofia, 31(61), 21-44.
https://doi.org/10.14393/REVEDFIL.issn.0
102-6801.v31n61a2017-p21a44
Tardif, M. (2002). Saberes docentes e
formação profissional. Petrópolis, RJ:
Editora Vozes.
Article Information
Received on October 08th, 2019
Accepted on August 01st, 2020
Published on January, 26th, 2021
Author Contributions: The authors Juliano da Silva
Martins de Almeida, Wender Faleiro and Welson Barbosa
Santos, declare to be responsible for the elaboration of the
manuscript, being that the first author carried through the
survey of information, field research, analysis and
tabulation of the data; the second author coordinated the
research and contributed to the analysis of the information;
the third author contributed with the development of the
study and the analysis of the information. All authors were
responsible for reviewing the manuscript and approving
the final published version.
Conflict of Interest: None reported.
Article Peer Review
Double review.
Funding
CAPES.
Como citar este artigo / How to cite this article
APA
Almeida, J. S. M., Faleiro, W., & Santos, W. B. (2021).
Graduates of Rural Education in Natural Sciences:
Socioeconomic profile. Rev. Bras. Educ. Camp., 6, e7750.
http://dx.doi.org/10.20873/uft.rbec.e7750
ABNT
ALMEIDA, J. S. M.; FALEIRO, W.; SANTOS, W. B.
Graduates of Rural Education in Natural Sciences:
Socioeconomic profile. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 6, e7750, 2021.
http://dx.doi.org/10.20873/uft.rbec.e7750
