Revista Brasileira de Educação do Campo
Brazilian Journal of Rural Education
ARTIGO/ARTICLE/ARTÍCULO
DOI: http://dx.doi.org/10.20873/uft.rbec.e8904
Tocantinópolis/Brasil
v. 5
e8904
10.20873/uft.rbec.e8904
2020
ISSN: 2525-4863
1
Este conteúdo utiliza a Licença Creative Commons Attribution 4.0 International License
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Continuing Training of MST Teachers: a theoretical re-
reading of the Study Situation from Henry A. Giroux
Francislene Neres Santos Silva
1
,
Elisa Prestes Massena
2
1, 2
Universidade Estadual de Santa Cruz - UESC. Departamento de Ciências Exatas e Tecnológicas (DCET). Rodovia Jorge
Amado km 16, Salobrinho. Ilhéus - BA. Brasil.
Author for correspondence: neressantos6@hotmail.com
ABSTRACT. Discussions concerning the teaching of sciences
in the national context have assisted in the initial and continuing
teacher training, as a contribution to the quality of teaching and
learning. In this sense, this work explains a re-reading of the
Study Situation (SE) proposal for the training of MST teachers,
in dialogue with the critical pedagogy of Henry A. Giroux. The
research, the result of a dissertation, was developed in the
Integrated Center Florestan Fernandes of the Settlement Terra a
Vista, located in Arataca/Bahia, constituting of the following
instruments: a) Pedagogical Political Project (PPP); b)
Questionnaires conducted with twelve teachers of the school; c)
Interviews with the coordinator, the school director and three
teachers participating in the course. Data from all instruments
were analyzed in the light of the Discursive Textual Analysis
(ATD). Through the stages that have been developed, we can
perceive approximations from the theoretician adopted with the
SE and the formation of teachers of the MST, as well as
relations with the critical pedagogy and with the pedagogy of
the MST.
Keywords: Continuing Training, MST, Study Situation, Science
Teaching.
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
Situation from Henry A. Giroux...
Tocantinópolis/Brasil
v. 5
e8904
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2020
ISSN: 2525-4863
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Formación continua de profesores del MST: una relectura
teórica de la situación de estudio a partir de Henry A.
Giroux
RESUMEN. Discusiones referentes a la enseñanza de las
ciencias en el contexto nacional han ayudado en la formación
inicial y continuada de profesores, como contribución a la
calidad de la enseñanza y el aprendizaje. En este sentido, este
trabajo explicita una relectura de la propuesta de Situación de
Estudio (SE) para la formación de profesores del MST,
dialogando con la pedagogía crítica de Henry A. Giroux. La
investigación, fruto de una tesis de maestría, fue desarrollada en
el Centro Integrado Florestan Fernandes en el Asentamiento
Terra a Vista, ubicada en Arataca/Bahía, constituyéndose de los
siguientes instrumentos: a) Proyecto Político Pedagógico (PPP);
b) Cuestionarios realizados con 12 profesores de la escuela; c)
Encuestas realizadas con la coordinadora, el director de la
escuela y tres profesores participantes del curso. Los datos
provenientes de todos los instrumentos se analizaron a la luz del
análisis textual discursivo (ATD). Por medio de las etapas que
fueron desarrolladas podemos percibir las aproximaciones de la
SE y la formación de profesores del MST, así como su relación
con la pedagogía crítica y con la pedagogía del MST.
Palabras clave: Formación Continua, MST, Situación de
Estudio, Enseñanza de las Ciencias.
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
Situation from Henry A. Giroux...
Tocantinópolis/Brasil
v. 5
e8904
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2020
ISSN: 2525-4863
3
Formação Continuada de professores do MST: uma
releitura teórica da Situação de Estudo a partir de Henry
A. Giroux
RESUMO. Discussões referentes ao ensino de Ciências no
contexto nacional têm auxiliado na formação inicial e
continuada de professores, como contribuição para a qualidade
do ensino e aprendizagem. Nesse sentido, este trabalho explicita
uma releitura da proposta de Situação de Estudo (SE) para a
formação de professores do MST, dialogando com a pedagogia
crítica de Henry A. Giroux. A pesquisa, fruto de uma
dissertação, foi desenvolvida no Centro Integrado Florestan
Fernandes do Assentamento Terra à Vista, localizada em
Arataca/Bahia, constituindo-se dos seguintes instrumentos: a)
Projeto Político Pedagógico (PPP); b) Questionários realizados
com doze professores da escola; c) Entrevistas realizadas com a
coordenadora, o diretor da escola e três professores participantes
do curso. Os dados provenientes de todos os instrumentos foram
analisados à luz da Análise Textual Discursiva (ATD). Por meio
das etapas que foram desenvolvidas, podemos perceber
aproximações a partir do teórico adotado com a SE e a formação
de professores do MST, bem como relações com a pedagogia
crítica e com a pedagogia do MST.
Palavras-chave: Formação Continuada, MST, Situação de
Estudo, Ensino de Ciências.
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
Situation from Henry A. Giroux...
Tocantinópolis/Brasil
v. 5
e8904
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2020
ISSN: 2525-4863
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Introduction
The Study Situation (SE) originated
in the Interdepartmental Research Group
on Education in Sciences (GIPEC) of the
Northwestern Regional University of the
State of Rio Grande do Sul (UNIJUÍ) in
the late 1990s and presents itself as a
curricular innovation in which activities
are organized from a situation of high
experience of teachers and students
(Maldaner & Zanon, 2004; Pansera-de-
Araújo, Auth & Maldaner, 2007; Frison et
al., 2007; Sangiogo et al., 2013; Massena,
2015; Vieira et al., 2016).
From the proposal of GIPEC,
several SEs since 2012, have been
developed in a research group of a
university of Southern Bahia. This group
has sought to develop the SE proposal with
local and differentiated specificities from
that thought by Gipec/Unijuí. As an
example, we can mention the discussion of
content from themes in the context of the
school community. The group has
developed training processes, involving
chemistry graduates, university teachers
and Basic Education professors. Among
these formations, one finds a work
developed in a school of Settlement.
It should be noted that the debates
on Rural Education have expanded on the
national scene, in addition to the increasing
number of surveys in the area. However,
with regard to the Field Science and
Education Teaching, the production of
works is still insipid (Halmenschlager et
al., 2017; Halmenschlager et al., 2018;
Silva et al, 2019), needing a look at the
theme of Rural Education.
Thus, the schools of the Settlements
have their proposal based on the MST
notebooks, and seek the integration
between... "theory and practice through
pedagogical practices that involve, in
addition to pedagogical issues, the work as
an educational principle and the problems
of the day to day in the Settlements"
(Santos, 2013, p. 85). Another landmark
document, on which the systems of
education of the settlements are based, are
the Operational Guidelines for Basic
Education in Schools of the Field that, in
Art. 13, subsection II, point out that the
pedagogical proposals of the educational
systems must also value the access to
scientific and technological advancement
(Brazil, 2002).
In the face of this, educators and
educators of the MST, embedded with the
education of the schools of the Movement,
must "… to assume as subjects of a
permanent reflection on the practices of the
MST, drawing from them lessons of
pedagogy that allow to make (and
transform) in each school, and in its own
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
Situation from Henry A. Giroux...
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way, the educational environment, which
reproduces and produces the Movement as
a subject educator" (MST, 2001, p. 24). In
this context, the continuing formation of
these educators must be guided by the
pedagogy of the Movement. In this
perspective, the MST Notebook No. 8
emphasizes that the continuing formation
of teachers exceeds the school formation, it
is a human formation with political and
ideological dimensions that is part of the
experiences of the subjects in formation
(MST, 2005).
It should be noted that the SE has
as its theoretical basis the studies of
Historical-Cultural Psychology, whose
main representative is Vygotsky. However,
within our group, by aggregating
curriculum discussions and teacher
training, we have sought to present
theoretical relationships with critical
curriculum authors such as Michael W.
Apple and Henry A. Giroux, prioritizing
dialogue with the critical pedagogy of the
latest theorist cited. In this way, the
objective of this study is to present a re-
reading of the SE for the training of MST
teachers, in dialogue with the critical
pedagogy of Henry A. Giroux.
The specificities of MST pedagogy: the
teaching of Science in the Settlement
Schools
The issue of education in the MST
has arisen since its officialization at the 1st
National Meeting of Landless Workers in
1984 and is ratified in 1985 at the First
National Congress held in Curitiba. At
these events, the MST places in its political
agenda the struggle for schools and that,
therefore, these institutions should be part
of the families of the landless. In this
sense, the Movement
i
is concerned with
forming "new" subjects, who will not be
the same peasants as before, but social
subjects who bring to themselves the social
struggle, the class struggle and a project of
the future (Caldart, 2001).
The MST aims to constitute an
education focused on the needs and reality
of the field, and to this end education is not
just a school. In this way, educators and
educators need to appropriate different
types of knowledge, the reality being the
basis for this formation (MST, 2005). In
this sense, MST expects educators to build,
in the collective, teaching methods that can
guarantee the learning and production of
knowledge. Thus, when the MST
documents (2005) refer to teaching
methodologies, they highlight the
generating themes, generating objects and
contents that are linked to the human
dimension.
This means, according to Caldart
(2001), that the school, the subject and the
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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context in which they are inserted are
linked to a project of development of the
human being in all its dimensions,
therefore, these aspects must be part of the
teacher's planning. In this context, teaching
should start from practice with the aim of
enabling the educating of the scientific
knowledge of reality. So, “... it is through
teaching that students come into contact
with the knowledge already accumulated
by humanity in the various fields of human
life" (MST, 2005, p. 43-44). In view of
this, the content must be taught from the
concrete situations of the Settlement and
even from those issues that the students
present.
It is from reality and practical
experience that the curriculum in MST
schools is developed. The more practical
experience the student has, the easier he
can learn the theory. Thus, the curriculum
revolves around practical experiences, the
organization and division of tasks,
decision-making, the solving of everyday
problems, as well as the content taught in
the classroom that will assist in
understanding the near reality and distant
reality (MST, 1992).
The Movement's Education Book
No. 01 explains what educators need to
know within the area of Sciences, among
which we can point out: a) understanding
that everything is related to life and nature,
to agricultural production and livestock; b)
to perceive its place in the world, in nature
and in society as a subject of
transformation and balance; c) developing
scientific curiosity and the ability to
investigate reality through observation -
experimentation - analysis of the
transformations of what happens in nature
and society, in the relationships between
the things of the world (animal, mineral,
plant and social) (MST, 1992).
Finally, it should be noted that the
selection and choice of content should not
be done unexpectedly. Broad strategies are
needed to cover the association between
theory and practice. The more complex and
heterogeneous reality is, the more concepts
will involve and the richer the construction
of thought and the intellectual skills of
students (Caldart, 2005; MST, 2014). This
is not a reproduction of knowledge and
definitions of ready concepts, characteristic
of the traditional method, but of the
construction of knowledge between
educators and educators.
Some assumptions of the SE proposal
The SE is a proposal for curricular
reconfiguration that has as its main
theoretical contribution the Historical-
Cultural Psychology founded by Vygotsky
(Sangiogo et al., 2013; Massena, 2015).
According to Halmenschlager (2014), it is
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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a teaching proposal that presents itself as a
curricular alternative, prioritizing science
content in an approach that transcends
linearity and fragmentation.
The SE began to be conceived and
developed in the late 1990s and early
2000s, within the Interdepartmental
Research Group on Education in Science
(GIPEC) of the Northwestern Regional
University of the State of Rio Grande do
Sul (UNIJUÍ) as a proposal for curricular
reconfiguration that considers the
experiences of students, promoting and
enhancing social relations (Maldaner &
Zanon, 2004; Auth, 2002; Frison et al.,
2007; Sangiogo et al., 2013;
Halmenschlager, 2014).
According to Maldaner and Zanon
(2004), the SE proposal is based on the
assumptions of the historical-cultural
conception of processes related to the
knowledge and development of essentially
human psychic processes. Thus, according
to these authors, from the relationship
between the basic school and the
university, with the participation of
teachers, graduate students, university
professor, considerable changes have taken
place both in the conception and in the
curricular practices of formation in natural
sciences.
In this perspective, the SE builds on
the relationship between school and
university and its elaboration is given in
the triad: university teachers, basic school
teachers and graduates from different areas
of knowledge (Biology, Physics and
Chemistry). In this way, a dialogue
between the school and the university can
be provided in the construction of an open
curriculum (Massena, Brito, 2015).
Auth (2002) proposes for the
development of the SE in the classroom
three stages: problematization; first
preparation; and the function of conceptual
elaboration and understanding.
Problematization is the first stage in which
students' first ideas on a particular problem
will be sought and explained. At that
moment, the spontaneous concepts of
students are problematized from the
introduction of scientific concepts (Gehlen,
Maldaner & Delizoicov, 2012).
Regarding the First Elaboration,
Gehlen, Maldaner and Delizoicov (2012)
state that this is the time when activities
involving in-depth texts on the
circumstances that were presented in the
first stage will be developed. According to
the authors, this is the first contact of
students with the scientific concept beyond
the word and this happens through the
guidance of the teacher in different
activities.
As for the Function of conceptual
elaboration and understanding, Gehlen,
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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Maldaner and Delizoicov (2012) consider
it the most formal moment of concepts. For
the authors already mentioned, at this
moment, the scientific explanations are
presented and explored with the students,
who begin to identify words representative
of the concept and reconcile with the first
words of the first and second stages.
Therefore, according to these authors,
scientific texts are worked so that students
identify words that are representative of
the concepts with which they have
contacted in previous moments. The same
authors point out that this is the moment
when new meanings appear, students begin
to master new languages and appropriate
the true concept. According to the authors,
this concept is the in-depth understanding
of subjects on a specific study. This does
not mean that the spontaneous concepts of
educators will be left aside, but it will
achieve a new interpretation through the
transition between their initial knowledge
and understanding of scientific concepts.
Also in this stage, according to
Gehlen, Delizoicov and Maldaner (2012),
the initial questions presented in the first
stage (Problematization) are resumed, with
the aim of obtaining the conceptual
understanding of them and are exposed
also other situations beyond those
presented.
In this way, in order for these steps
to be developed in the classroom, it is
necessary to plan each step. Pansera-de-
Araújo, Auth and Maldaner (2007) present
basic guidelines for the collective
construction of an SE, involving three
categories of subjects and four stages.
According to the authors, teachers in basic
education need to be part of this
construction, together with university
teachers and graduates. The four stages
involve: (a) collective planning within the
research group; b) the development of the
SE with science graduates; c) the
development of the SE with teachers of
basic education in the areas of Biology,
Physics and Chemistry; and, the last step,
d) the reworking of the material with the
three categories of subjects already
presented above. Thus, according to
Massena (2015), the students and teachers
who are involved are responsible agents in
the construction of the curriculum, which
allows the questioning of factors related to
the role of the teacher, knowledge and the
school environment.
A rethinking of the SE: the development
of the SE from the choice of subjects of
the school context
Massena (2015) presents some
characteristics of the Research Group in
Curriculum and Teacher Training in
Science Teaching (GPeCFEC) of the State
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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University of Santa Cruz (UESC), located
in the South of Bahia, coordinated by a
professor of this institution and composed
of master's and doctoral students,
chemistry graduates, scholarships of
Scientific Initiation (CI), high school
students, teacher trainers and basic
education teachers. The same author says
that, within this group, work has been
produced related to SE, examples of
articles, dissertations and Course
Completion Work (TCC)
ii
.
According to the author, the group
has specific characteristics when
developing SEs, unlike the initial proposal
of Gipec-Unijuí, because the first group
starts from a theme of the school context as
stated Vieira (2017, p. 88)
... in the context of the group, if the
concepts worked in the SE are
contextualized from a concrete
situation of everyday life in order to
produce meaning, then the SE cannot
be related to any theme but to a
theme that presents a social relevance
for students and the school
community.
In this perspective, since 2012/2013,
the members of the research group have
already developed some SEs that value the
school context. In this text we will
highlight the work elaborated and
developed within the GPeCFEC related to
continuing teacher training. Among them
are the works of Santos et al. (2015) and
Vieira et al. (2016).
The SE, elaborated and developed in
2016, was the context of Rural Education.
The authors structured and developed a
training process based on the SE, taking
into account the teaching of sciences in the
field. From a survey of the local context
and the audience that would be attended to,
the authors and members of the research
group identified a problem around waste
management in a city in Bahia. From this
problem, some activities of the SE
"Generation and Management of Solid
Waste from Human Activities," elaborated
and developed by Gipec/Unijuí, in 2003,
were adapted for the course.
The SE developed in 2017 consisted
in the development of a continuing training
course for teachers working in the
Education of Young People and Adults
(EJA) of a public school in Bahia. The
course was structured considering the three
stages of the SE: problematization, first
elaboration and function of conceptual
elaboration and understanding (Gehlen,
Maldaner & Delizoicov, 2012), it being
possible for teachers participating in the
course to draw up an SE to develop with
their students. For these activities, the
choice of subject was discussed and
selected by the teachers, who considered
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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the context of the school and the students,
defining the theme Ecology.
The critical pedagogy of Henry A.
Giroux
Henry A. Giroux stood out as one of
the leading figures in critical pedagogy in
the late 1980s. His numerous works
discuss aspects that run counter to
traditional pedagogy and, influenced by
Paulo Freire, Antônio Gramsci and the
Marxists of the Frankfurt School, propose
a transformative education.
Moreira and Silva (2002) point out
that Henry A. Giroux was part of the
movement that intended to reconcile the
field of curriculum, because, together with
several specialists in curriculum, he
rejected the dominant curricular tendency
because it was apolitical, uncritical
instrumental and atheorical. To this end,
Henry A. Giroux began to develop a series
of studies, proposing a radical pedagogy as
a form of cultural policy, starting from his
criticism of the traditional educational
model, regaining the nature of pedagogical
activity as a political, critical and
transformative activity (Giroux, 1987).
According to Giroux (1997), radical
pedagogy is born as part of the New
Sociology of Education (NSE
iii
), with the
determination to unravel the domination
and oppression that are produced in the
most varied mechanisms of schooling. The
same author states that traditional
educators, for the most part, do not
question the political nature of public
education, reproducing and legitimizing
capitalist ideologies. Thus, according to the
author mentioned, for traditionalists, the
school is merely a place of instruction, that
is, a space for transmitting knowledge.
Paradoxically to this view, in radical
pedagogy, the school is considered as a
public sphere and not as an institution
serving the interests of a single class
(Giroux, 1987). The concept of the public
sphere, according to Giroux (1987, p. 8), is
understood as "that which maintains an
indissoluble association with questions of
power and democracy." That is, a school
capable of offering an expressive number
of pedagogical spaces for the democratic
social movement to be incorporated by
subordinate groups and resistance groups
in order to generate forms of emancipation
of knowledge, as well as of social
relations.
According to the author, the school
as a public sphere allows subordinate
groups to develop their own intellectuals.
In this way, we emphasize, from Giroux
(1987), that the intellectual term is adopted
by him to name the teachers, because it is
thus possible to rethink and restructure the
teaching work. For the author, the teacher,
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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as intellectual, values teaching activity as
an intellectual work, clarifies what are the
important material conditions for
developing intellectual work and helps in
the detachment of the dominant forms of
ideology that permeate and legitimize
teaching work. Still, according to Giroux
(1997, p. 29), "in order to act as
intellectuals, teachers must create the
ideology and structural conditions
necessary to write, research and work with
one another in the production of curricula
and distribution of power." In summary, it
means considering teachers as reflective
actors, critics and questioners of
ideological and economic conditions.
Giroux (1987; 1997) appropriates the
intellectual term based on Antônio
Gramsci, who considers that men and
women are intellectuals, but not all act as
such, and develops the categories to also
analyze the social function of educators.
For the author, these categories are typical-
ideal to indicate the interests and trends
present in each of them. The categories
developed by Giroux (1987) are explained
below.
1. Transformative intellectuals:
Based on Gramsci (1971) and Freire
(1984), Giroux (1987) states that, in this
category, teachers can emerge as
intellectuals of any group, and can act in
various groups to develop emancipatory
cultures both inside and outside the public
spheres. The same author emphasizes that
the central role of transformative
intellectuals is to "make pedagogical more
political and political more pedagogical"
(p. 32). In the first case, the teacher as a
transformative intellectual has the task of
introducing education into the field of
politics. This means, according to the
above author, that the process of schooling
represents a struggle for power relation and
a dispute for meaning, that is, the school is
the space in which power and politics are
found from a dialectical relationship
between groups and individuals.
In relation to making the politician
more pedagogical, Giroux (1987) says that
teachers as transformative intellectuals,
need to use forms of pedagogy in which it
is possible to consider educators as critical
subjects, who are able to problematize
knowledge from emancipatory critical
dialogue. According to the author
mentioned, it means giving students an
active voice, considering their learning
experiences, also consider them as
collective and private actors. In short, it
means "creating material and ideological
conditions in the school and in the wider
society that give students the opportunity
to become agents of civic courage" (p. 33).
2. Critical intellectuals: The critical
term does not mean that these intellectuals
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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have a political social function. According
to Giroux (1987), educators as critical
intellectuals think differently from existing
institutions and forms of thought, but do
not consider themselves bound to any
specific social formation, which means that
they are exempt from an explicitly political
social function by nature. Similarly,
according to the author cited, most of the
time, critical intellectuals have an a-
political posture, that is, "as individuals,
they are critical of inequalities and
injustices, but often refuse or are unable to
move from their isolated posture to the
ground of collective solidarity and
struggle" (p. 34).
3. Adapted intellectuals: According
to Giroux (1987), unconsciously adapted
intellectuals adopt an ideological posture
and a set of material actions that give
sustenance to the dominant society. For the
author, educators who fall into this
category produce and mediate, in an
uncritical way, the social ideas and
practices that reproduce the status quo.
4. Hegemonic intellectuals: Unlike
adapted intellectuals, hegemonic
intellectuals act consciously in favor of the
dominant ideology. According to Giroux
(1987), these intellectuals surrender to the
model of academic cooptation as well as
political and make themselves available to
the ruling classes, strengthening their
ethical, political and economic ideas.
Despite developing the above
categories, Giroux (1987; 1997) defends
teachers as transformative intellectuals, as
it is the only way to rethink and restructure
the nature of teaching activity. In
defending this category, the author states
that, in this perspective, there is the
possibility of combining the language of
speech with the language of possibility. It
means that educators in this category are
able to promote change and can speak out
against the many different forms of
political, social and economic injustice that
are present inside and outside the school.
Transformative intellectuals come to
life in institutions of different levels of
education that produce and maintain the
dominant ideology, offering students
alternative discourses and critical social
practices (Giroux, 1987; 1997). To this
end, it is necessary for the educator, as a
transformative intellectual, to understand
the critical educational theory on which he
is founded and, moreover, to understand
the power relations present in the formal
and hidden curricula, recognizing that
school knowledge cannot be transmitted,
but constructed from a process of selection
and exclusion (Giroux, 1987).
In addition to the above aspects
concerning the role of the transformative
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intellectual, Giroux (1987; 1997) argues
that they are central tasks as well: 1.
Deviation from the role that language and
power play in school as a way of
maintaining the status quo; 2. research into
the relationship between popular cultures
and the dominant forms of schooling; 3.
Involvement in a critical dialogue between
teachers of the same school and academics,
for the development of projects that
critically question the school curriculum
that legitimizes the dominant social
relationships.
In relation to the last task cited
above, these alliances are based on the
relationship between theory and practice,
which, for Giroux (1987), means the
abolition of the social division of labor
between those who elaborate the theory
and those who execute it. This means,
according to the author quoted,
understanding that in school spaces arise
the various forms of theoretical production
and therefore cannot be seen only as places
where these theories will be developed.
Paths covered
This work is part of a stage that
precedes the course conducted with
teachers of an MST Settlement. In this
research, we seek information about MST
Pedagogy through document analysis,
questionnaires and interviews (Silva,
2019). Therefore, when considering the
question of investigation in this research,
we use a qualitative methodological
approach. This type of research deepens in
the world of meanings, in which the
researcher exposes and interprets
phenomena of reality not visible in the
light of subjectivity. Moreover, it is
possible to approach the researcher with
the reality closely, establishing interaction
with the subjects of the research (Minayo,
2012).
The research was developed in the
Integrated Center Florestan Fernandes, in
the Settlement Terra a Vista, located in
Arataca, in the South of Bahia with
capacity for 100 families, but, according to
the page of the National Institute of
Colonization and Agrarian Reform
(INCRA, 2017), it has 53 families settled.
The said Settlement, at the moment, has
two schools, one of high school and with
some technical courses, which serve
students from nearby cities; and another
(place where the research was carried out)
that meets the Children's Education, Basic
Education I and II and Youth and Adults
Education. The school attends to 200
pupils of the Registration and of near
communities and counts on a director, a
vice-director, a secretary, a secretary’s
assistant, two (2) lunch-ladies, two (2)
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cleaners, a porter, fifteen (15) teachers, two
(2) assistants and two (2) coordinators.
The space is structured in: six (06)
classrooms, (01) secretary room, (01)
boardroom, (12) toilets, (04) bathrooms,
(02) kitchens, (01) dining room, (01)
auditorium, (01) computer lab, (01) science
lab, (01) library and (01) outdoor courtyard
After the project is approved by the
Committee on Ethics in Research (CEP),
we define as subjects of this research
teachers, coordinators and director as
presented in Chart 1.
Chart 1 - Research subjects.
SUBJECT
CODE
TRAINING
SEGMENT
Director
D1
Agronomic Engineering
School administration
Coordinator
C1
Graduating in Pedagogy
Coordination of Elementary School I
Professor
P1
Agronomic Engineering
Elementary School I
Professor
P2
Agronomic Engineering
Elementary School II
Professor
P3
Pedagogy
Youth and Adults Education
Professor
P4
Magisterium
Elementary School I
Professor
P5
Agronomic Engineering
Elementary School II
Professor
P6
Magisterium
Early Childhood Education
Professor
P7
Assistant
Early Childhood Education
Professor
P8
Pedagogy
Elementary School I
Professor
P9
Graduating in Pedagogy
Elementary School I
Professor
P10
Agronomic Engineering
Elementary School II
Professor
P11
Graduated in Mathematics
Elementary School II
Professor
P12
Assistant
Early Childhood Education
(Source: Research data, 2018).
It should be noted that the Term of
Free and Informed Consent (TCLE) was
presented to the research participants so
that they could understand what the
research was about and know their rights.
The name of the participants was kept
confidential and replaced by alphanumeric
codes. The teachers had their names
replaced by the letter P followed by the
number identifying the same in the
organization of the data.
The research was carried out
considering three instruments, namely: a)
document concerning the Pedagogical
Political Project (PPP) of the Integrated
Center Florestan Fernandes; b)
questionnaires with open questions (Figure
1) and c) interviews with the director, the
coordinator and three teachers (Tables 2
and 3).
The use of the questionnaires was
carried out before the training process, in
order to collect information related to the
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teaching of sciences and to the
development of the teaching practice of
teachers, thus, twelve (12) questionnaires
were given to teachers, however, only six
(06) responded.
Figure 1 - Questionnaire roadmap with teachers.
Name:
Function:
Formation:
Training institution:
1. Do you currently take any course? If yes, which one?
2. Is this course financed by any institution?
3. What is your length of service in teaching?
4. Was all this time spent in the Settlement?
5. How are the science class schedules carried out in the school where you work?
6. Are the plans made based on education in the countryside? Do you consider any
special theoreticians?
7. Are the proposed activities in class based on the reality of the students? Explain.
8. In the institution where you work, is there a specific continuing education for the
area of Science? If yes, does this training correspond to the needs of daily
professional life?
9. Could you cite some of the pedagogical matrices on which the pedagogy of the MST
is based?
10. Could you explain the pedagogical proposal for Science Teaching present in this
school's Pedagogical Political Project?
11. How are your Science classes taught?
12. Did you participate in the construction of the school's curriculum this year?
13. How did this construction and the choice of contents take place?
(Source: Research data, 2018).
The interviews aimed to raise
information about the educational
principles of the MST that are developed in
the school and the consonance with the
Pedagogical Political Project, as well as to
obtain information related to the planning
and training of teachers.
Table 2 - Script of the interview with teachers.
1
What is your education and how long have you been working in education? And with your teaching in
Science? And in this school? Was there an option to work in this school?
3
Has your higher education helped you in your role as a science teacher?
4
Do you currently do some complementary training to enrich your work as a teacher?
5
How are your science classes taught?
6
Is there a collaborative work perspective in the school? How does it happen?
7
Did you participate in the construction of the school curriculum this year? How did this construction
and the choice of contents and themes take place?
(Source: Research data, 2018).
Chart 3 - Script of the interview with director and coordinator.
1
I would like you to explain a little bit about your trajectory in education here at the Settlement's school.
If you are a resident, settled, how long have you been teaching?
3
Could you quote the educational proposal present in the MST documents?
4
Could you cite some of the pedagogical matrices on which the pedagogy of the MST is based?
5
Could you explain about the pedagogical proposal for the Teaching of Sciences present in this School's
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Pedagogical Political Project?
6
Could you cite some of the pedagogical matrices on which the pedagogy of the MST is based?
(Source: Research data, 2018).
In the analysis of the data, the talks
related to the interviews and questionnaires
are represented by the letter E and Q,
followed by the alphanumeric code
referring to the subject of the survey. The
data constructed during the research were
analyzed in the light of ATD, which
consists of a methodology of data analysis
with the aim of producing new meanings to
the existing elements from the data of
documents, questionnaires and interviews
(Moraes & Galiazzi, 2007). ATD begins
with the unitization process, which consists
of separating texts into units of
significance. At this stage, the materials
(PPP, questionnaires and semi-structured
interviews) that constituted the body of the
research were examined in detail and
fragmented, which allowed us to reach the
units of meaning.
After this process, it followed to the
categorization in which we gathered the
units of similar meaning, which culminated
in levels of categories of analysis. That is,
the units that were built were grouped into
similar elements and we established the a
priori category model, according to Moraes
and Galiazzi (2007). In this work, a priori
category is discussed, which we call
"Continuing teacher training through the
SE: possible reflections on reality in MST
education." From this category, we
produce the metatext that, according to the
authors cited above, are made up of
interpretations and descriptions of the
researcher about the phenomenon
investigated.
Continuing teacher training through the
SE: possible reflections on reality in
MST education
One of the biggest fighting flags of
the MST is the initial and continued
training of its educators. In view of this,
starting from the principle of "those who
educate also need to educate themselves
continuously" (MST, 2005, p. 175), the
Movement, through the Education Sector,
promotes training activities that go beyond
an uncontextualized formation. In other
words, the formations proposed by the
MST documents must be political and
ideological in nature, as well as enhancing
human experience. And, still according to
Caldart (2003, p. 51) “... the MST has a
pedagogy, that is, it has a praxis (combined
practice and theory) of how people are
educated, of how human formation is
done," an aspect valued in the PPP of the
school as noted below.
... the school is a space of human
formation... (PPP, 2015, p. 7).
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We consider that the SE presents
similarities with the aspects advocated by
the education of the MST, because it...
"contemplates the vision of a human
formation that is able to promote human-
social potentialities as a whole" (Maldaner
& Zanon, 2004, p. 8). That is, it means
forming man in his various dimensions, an
aspect also defended by the MST (2005,
p.161) when he mentions... "we consider
education one of the dimensions of
formation, understood both in the broad
sense of human formation, and in the
narrower sense of the formation of
frameworks for our organization and for
the whole struggle of the workers." This
means an omnilateral
iv
education in which
it is possible to work all aspects of the
human being (Caldart, 2005, 2003, 2001).
In this same perspective, Giroux
(2003, p. 124, our translation) argues that
A radical pedagogy, then, has to take
seriously the task of creating
conditions to modify subjectivity as
it is constituted in the needs,
impulses, passions and intelligence of
the individual, as well as to transform
the political, economic and social
foundations of the society that is part
of it.
For this, the author states that
teachers as transforming intellectuals need
to develop in subjects the social relations
that are compatible with their real needs,
thus, their subjectivity changes and
becomes meaningful in a way that can
transform the political, economic and
social aspects that permeate the
environment in which they live. In this
same perspective, SE, from the inter-
relationships between conceptual,
technological, social, environmental and
linguistic issues, allows "...to develop an
articulated vision for the transformations of
the environment and of the human being
himself in his environment - also as a
constructor and transformer of this
environment" (Maldaner & Zanon, 2004,
p. 7). In this way, it becomes essential to
the continued formation of educators in a
critical bias.
Considering the aspects already
presented, the MST promotes continuing
teacher training at local, state and national
levels. According to Santos (2011), the
continuing training that takes place at the
local level is articulated from the
management of the school with the
direction of the Settlement. Already at state
level, the formations happen through the
articulation between the settlements and
camps. And, finally, the national level
training is carried out through the
articulation between the state coordinators
of the Education Sector and the national
management of the MST. On this assertive,
we note, from the interviews with D and
C
1
, that the continuing training developed
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in the school takes place at state level, as
we can observe in the speech below:
Right now you will have an MST
meeting in Salvador and I will take
most of the teachers so we start
adapting the issue of new teachers
and old ones also to be updating in
this pedagogy of the Movement
(DE).
It should be noted that the training
carried out annually by the State Education
Sector is not specific in Sciences, but it is a
general formation, focused on the
specificities of the Rural Education, as we
observe in the words of P²:
The school offers training more
focused on the issue of education in
the field where all teachers
participate in training, but it is not
specific to science teaching. And
every year there is training on
education in the field (P² E, our
emphasis).
There is no specific training for the
area of science. There is a training
process for rural education in the
wider field (P² Q).
In the meantime, it is not enough
only the state level training, it is necessary
the development of local level training that
values the peculiarities and the context of
each school of Settlement. Therefore “...
the teacher needs to know deeply the
reality of the Settlement: the problems of
production, organization, formation; the
type of education that children have at
home in the group" (MST, 2005, p. 53).
This assertion is consistent with the ideas
of Giroux and McLaren (1998, p. 126)
when they mention that "Teachers need to
develop pedagogical practices that link
student experiences with those aspects of
community life that shape and sustain such
experiences." The authors argue that
educators must assume a responsibility to
understand the relationships and forces that
influence students beyond the walls of the
school. To this end, the continuing training
in the school allows the professional
development in this ideological bias, the
example of the formations developed
through the SE, because they have sought
to value themes of the context and value
the high experiences (Viera et al., 2016).
So, from the analyses, we found that,
during the period of 2016 and 2017, there
was no continuing training in the school, as
we can see in the talks below.
We had three appointments. But he
didn't have any. I had a girl who
came from Salvador, but it didn't
happen. So far not (EC).
Not yet, because we set up with a
person and, on the day, gave a
problem and she was unable to
attend. And, we are trying to rebrand
another formation toward the
teachers (DE).
From the speaks, we can infer that
for a local formation, mainly in the area of
Sciences, the school needs the support of
researchers who take into account the
specificities of education in the MST.
Thus, the absence of training within the
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school can be a hindrance to the integral
development of the education proposal
advocated by the Movement, because some
teachers are not seated and need specific
training. D's speech confirms that the
faculty of the school is also composed of
those who come from the city, who need to
know the proposal of the Movement.
In fact, there in the Settlement, we
demand that everyone who works
there must study to graduate and
prepare for education, in this
question of the pedagogy of the
Movement also that we work. Even
those who come from the city we
work with them the question of
training (DE).
According to the MST documents
(2005), educators need to have a greater
knowledge for changes in education in the
Settlements, this extends from the
organizational aspects of the educational
space to the way to teach and assume the
role of a transformative intellectual as
referenced by Giroux (1987). In addition to
teaching the contents, the teacher should
know how to teach, accompany students at
work, help in the process of organizing
them, as well as lead them to make
decisions. However, that is not enough.
The teacher of the Settlement needs to be a
militant, and that's only possible if this
... participate in the main discussions
and actions of the Settlement as a
whole... to assume from body, mind
and heart the pedagogical principles
and the principles of the MST. When
he makes his fight for land, for
production, like the fight for
education" (MST, 2005, p. 36).
It is in this sense that "The school
must teach the local and general reality"
(MST, 2005, p. 33), this is one of the
fundamental principles in the MST. Thus,
for the Movement, reality is understood as
all that is related to practical life, work,
organization, the natural environment, the
social environment and the problems of
day-to-day life and society. Thus,
everything taught in the school space must
be related to the concrete needs of
educators. If that's not the case,
... every time a school disregards
and/or disrespects the history of its
students, every time it deviates from
the reality of those who should be its
subjects, not recognizing them as
such, it chooses to help uproot and
fix its educators in a gift without ties
(Caldart, 2001, p. 41).
Thus, when the teacher relates the
contents of science to the concrete needs of
the students, the process of conceptual
significance as proposed in the SE
(Maldaner & Zanon, 2004) happens, as
well as there is a meaning in the
subjectivity and apprehension of the reality
that surrounds them. According to
Maldaner and Zanon (2004), when the
student learns in an articulated way to his
social life, he has the ability to develop a
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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critical awareness about his social and
cultural practices, while developing the
learning in a contextualized way. It is
worth noting that, according to Giroux
(1998), for the development of a critical
discourse, the school needs to understand
that the curriculum needs to be related to
social practices. Still in this view, Giroux
and McLaren (2011) argue that "classroom
culture" needs to be associated with
"corner culture."
Giroux (2003) states that the
appreciation of the social context of
students provides a basis for rethinking the
way in which subjects give meaning to
their experiences. This implies
understanding questions such as: why
things are and how they are; how they
came to be; making the familiar stranger
and the familiar stranger (Giroux & Simon,
2011). If teachers consider the students
"experiences it will be easier to understand
the reading, productions and responses
presented by them in the classroom
(Giroux & McLaren, 2011).
From the passages below, we can
observe the ideology of education in the
MST with regard to the aspects already
presented.
The education that MST advocates is
focused on... turned by today, by the
formation of the Movement, by what
we preach that our life of the earth, of
the differentiated education, aimed at
the man of the field (DE).
I usually take them in my classes to
the outside, that's very important....
we make visits to the Settlement to
know the space, because many are in
the classroom, but do not know the
reality. So I usually take them
abroad, which is a very rich space,
mainly for science classes (P ² E).
Sometimes classes are held in
practice, as this allows direct contact
with the environment and better
understanding of the phenomena of
nature (P4Q).
The activities proposed are based on
the reality of the students so that they
can familiarize themselves with the
contents and learn more easily
(P11Q).
From the previous speaks, it is noted
that the reality of the Settlement is well
worked, besides being in line with the PPP
of the school.
We want the social practice of the
students to be the basis of their
training process, to be the raw
material and destination of the
education we do (PPP, p. 22).
However, according to P², the
broader questions are also worked on, as
noted in the section below.
Partly yes, but it works on broader
issues involving social, economic,
environmental issues etc. (P²Q).
The conception of P ² Q is consistent
with what MST (2005, p. 45) advocates,
because... "the teacher must have the
permanent concern to help children so that
they relate the near reality to the more
distant reality." In addition, the PPP states
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that the curricular matrix of the school is
based on the thematization of reality and
the problematization of the school context.
These aspects resemble the SE which,
according to Vieira et al. (2018, p. 4) “...
enables the rescue of a real situation, rich
in contexts experienced inside and outside
the school environment, in which students
develop their own thoughts about what is
being worked on." In the face of this, the
formation of teachers based on the SE
implies turning the eye to the social role of
the school, going beyond the walls of the
school and, in the words of Maldaner and
Zanon (2004, p. 8)” ... implies enhancing
the perspective of the school's critical and
reconstructive work."
So we consider Giroux's assertive
(2004, p. 72, our translation) which states
that... "schools cannot be analyzed as
separate institutions from the socio-
economic context in which they are
situated." Thus, according to the author,
from the perspective of radical pedagogy,
the stories and experiences that students
carry with them should be valued.
Moreover, "... radical educators must
understand power as a concrete set of
practices that produce social forms through
which different experiences and modes of
subjectivity are constructed" (Giroux,
2003, p. 173, our translation).
As the PPP analyzed, the school is
organized through philosophical and
pedagogical principles, among these is the
relationship between theory and practice.
In this sense, the reality of the school
community is the starting point and the
point of arrival. Thus, this pedagogical
document is based on the thematization of
reality and the interpretation of everyday
life, as we can observe in the following
passage.
We want the social practice of
students to be based on their training
process (p. 23).
To this end, the continuing training
of teachers becomes a fundamental part, so
the teacher will be the agent who will
guarantee the human formation of the
subjects. Caldart (2005) emphasizes that
the teacher who works in the schools of
settlements should be concerned with the
formation of educators in all dimensions.
In the words of Giroux (2003, p. 117, our
translation) “... indicates the need to go
beyond discourse and the awareness of
human authors to address the conditions
and foundations of their daily
experiences....".
To address these aspects, the training
developed at all levels (local, state and
national) must deepen both practice and
theory in MST education, interfering
directly in the school curriculum.
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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Moreover, through an association between
theory and practice it is possible to
establish a relationship of exchanges of
experience.
Teacher training for the participation
and involvement of subjects breaks with
hierarchy and instrumentalization,
allowing trainers and trainees to build
together knowledge. Above all, teaching
training linked to the critical
transformation of subjects and schools
must be highlighted. It is the type of
training that will announce whether the
teacher will develop his critical or
uncritical practice.
Final considerations
We have sought to present, from this
research, a re-reading of the SE for the
training of MST teachers, dialoguing with
the critical pedagogy of Henry A. Giroux.
To this end, we seek to understand the
specificities of the MST Pedagogy, how
the teaching of sciences is guided, and also
to present relations between the SE and
critical pedagogy.
Education in the MST has a
specificity, which is educating the social
subject on the day to day of the Settlement.
And to this end, reality is the basis of every
production of knowledge. In view of this
principle, we consider, from the results,
that the school in which the research was
conducted has sought to relate the teaching
to the context in which it is inserted. Thus,
the basis of the educational process of
educators is related to their social practice.
As an environment of human
formation, this school seeks to train its
educators through the state meetings held
annually, and it is possible to study and
reflect on the aspects related to the
Education of the Field. These formations
are fundamental to the development of the
MST Pedagogy in school, and especially
for those teachers who are not seated and
do not know the conception of a reality-
oriented education. However, at these
events, there is no specific discussion of
the area of science teaching.
We emphasize the importance of
state meetings, however, it becomes
necessary to develop formative processes
of teachers within the school, taking as a
basis the reality of the Land to Sight
Settlement. In this way the teacher,
especially the unseated one, will be able to
know deeply the problems of the
settlement. Thus, school management
understands that all teachers, including
those from outside, need to study the
education proposal advocated by the
school.
Despite the absence of local training,
the reality of the Land in Sight Settlement
has been worked by some teachers through
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
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23
practical classes, visits to the Settlement,
and, above all, in the association between
content, context in which educators are
inserted and with social, political,
economic and environmental issues. In this
perspective, we signal a relationship with
critical pedagogy that the school cannot be
disconnected from the socio-economic
context, so the SE contributes to the
development of this social role of the
school.
We are in favor of training that will
enable a dialogue between professionals in
order to question the curriculum in the
school. Thus, the involvement among
graduates, postgraduates, professors of the
university and the basic school, allows the
reflection of the political nature of the
teaching work. Therefore, forming the
transforming intellectual contributes to the
development of a professional critic and
committed to social justice.
On this basis, the curricular
proposals developed under the GPeCFEC
are now differentiated from that proposed
by GIPEC with SE. These proposals are
planned/organized/structured from the
theoretical point of view as well as from
the practical point of view and, in this text,
from discussions of Henry A. Giroux on
curriculum and teacher training in the field
of science teaching.
Acknowledgements
We would like to thank the funding
agencie Bahia Research Support
Foundation (FAPESB); teachers who
participated in the research; and members
of the Research Group on Curriculum and
Teacher Training in Science Teaching
(GPeCFEC).
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i
The word Movement with initial capital letter
when mentioned refers to the MST.
ii
The GPeCFEC develops initial and continuing
teacher training processes within the UESC
Bachelor of Chemistry course and in schools in the
Southern region of Bahia. More information about
the work and activities of GPeCFEC can be found
at https://gruposdepesquisa.wixsite.com/gpecfec
iii
"The NSE was constituted in the first sociological
current in fact focused on the study of the
curriculum" (Moreira & Silva, 2002, p. 19).
iv
The word omnilateral comes from Marx, who
used the expression "omnilateral development of
the human being" to call attention to the fact that a
revolutionary educational practice should account
for the reintegration of the diverse spheres of
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Article Information
Received on April 11th, 2020
Accepted on August 01st, 2020
Published on September, 29th, 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
Francislene Neres Santos Silva
http://orcid.org/0000-0002-0938-7761
Elisa Prestes Massena
http://orcid.org/0000-0002-7670-0201
Silva, F. N. S., & Massena, E. P. (2020). Continuing Education of MST Teachers: A Theoretical Re-reading of the Study
Situation from Henry A. Giroux...
Tocantinópolis/Brasil
v. 5
e8904
10.20873/uft.rbec.e8904
2020
ISSN: 2525-4863
26
How to cite this article
APA
Silva, F. N. S., & Massena, E. P. (2020). Continuing
Training of MST Teachers: a theoretical re-reading of the
Study Situation from Henry A. Giroux. Rev. Bras. Educ.
Camp., 5, e8904. http://dx.doi.org/10.20873/uft.rbec.e8904
ABNT
SILVA, F. N. S.; MASSENA, E. P. Continuing Training of
MST Teachers: a theoretical re-reading of the Study
Situation from Henry A. Giroux. Rev. Bras. Educ. Camp.,
Tocantinópolis, v. 5, e8904, 2020.
http://dx.doi.org/10.20873/uft.rbec.e8904