Challenges and perspectives regarding teacher retention in rural schools in the interior of Rio Grande do Sul
DOI:
https://doi.org/10.70860/ufnt.rbec.e19464%20Schlagworte:
Escola ruralAbstract
Challenges and perspectives regarding teacher retention in rural schools in the interior of Rio Grande do Sul
ABSTRACT. Teachers' retention in rural schools is essential to ensure quality and sustainable education for rural communities. This study seeks to understand the challenges that prevent teachers from remaining in rural schools. This is a field study with a qualitative approach, using semi-structured interviews. The research was conducted in a rural school located in the interior of Rio Grande do Sul, and the participants were teachers who are currently or have been currently working for at least six months, a time considered necessary for teachers to become acclimated to the school. Teachers who were on leave for any reason were excluded. The positive aspects highlighted included interaction and social experience, the calm and welcoming environment, student engagement, respect and bonds created, in addition to the connection with the community and the rural environment. However, the study also revealed that the challenges faced by teachers were difficulties, including the lack of adequate infrastructure, with a lack of resources such as teaching materials, access to technology and appropriate physical conditions. Additionally, teachers deal with geographic isolation, which often creates feelings of loneliness and disconnection from the broader educational community.
Keywords: rural school, rural teacher, pedagogy, teacher training.
Downloads
Literaturhinweise
Barros, J. A., & Lima, S. C. F. de. (2013). História das escolas públicas primárias em áreas rurais: ausência de políticas públicas (Minas Gerais 1899 - 1911). Revista HISTEDBR on-line, 13(50), 251. https://doi.org/10.20396/rho.v13i50.8640306
Brasil. (2001). Parecer no 36, de 04 de dezembro de 2001. Define as Diretrizes Operacionais para a Educação Básica nas Escolas do Campo. Diário Oficial da União: seção 1 Brasília, DF.
Brasil. (2010). Resolução CNE/CEB no 4, de 13 de julho de 2010. Define Diretrizes Curriculares Nacionais Gerais para a Educação Básica. Diário Oficial da União: seção 1, Brasília, DF.
Nova, T. B.B, & Machado, L.B. (2022). Escola do Campo: uma análise dimensional das representações sociais de professores. Revista Eletrônica Pesquiseduca, 14(35), 699–713. https://doi.org/10.58422/repesq.2022.e1284
Costa, J. B. da. (2023). Formação docente no processo de ensino e aprendizagem da educação do campo. Rebena - Revista Brasileira De Ensino E Aprendizagem, 6, 111–123. Recuperado de https://rebena.emnuvens.com.br/revista/article/view/102
Duarte, M. (2014). Desafios e perspectivas da educação no campo: a questão dos professores. Revista de Educação Rural, 2, 34–45.
Franco, M. A. R. S. (2012). Pedagogia e prática docente (2ed., Ed.). Cortez.
Freire, P. (1994). Pedagogia da Esperança: Um reencontro com a Pedagogia do Oprimido. Paz e Terra.
Freire, P. (2005). Pedagogia do Oprimido (50ª ed.). Paz e Terra.
Melo, A. de. (2011). Relações entre escola e comunidade. Inbpex.
Mendes, F., Araujo, S. K. O. S., Ferreira, . L. T., & Santos, I. C. S. (2023). Educação no campo: Desafios e Perspectivas. Rebena - Revista Brasileira De Ensino E Aprendizagem, 7, 468–484. Recuperado de https://rebena.emnuvens.com.br/revista/article/view/170
Minayo, M. C. S. (2014). O desafio do conhecimento: pesquisa qualitativa em saúde (14 Ed, Ed.). Hucitec-Abrasco.
Rebouças, A. F. (2013). Saberes e Fazeres Docentes: Uma Reflexão Sobre as Práticas Pedagógicas das Escolas Localizadas no Campo na Realidade de Bananeiras – PB. Revista Lugares de Educação, 3(7), 179–193. https://doi.org/10.18788/2237-1451/rle.v3n7p179-193
Downloads
Veröffentlicht
Zitationsvorschlag
Ausgabe
Rubrik
Lizenz
Copyright (c) 2026 Paola Caetano Costa, Karen Cristiane Pereira de Morais, Suelen Chuquel Amaral, Juliana Jacques Sales , Jane Schumacher
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung 4.0 International.
Creative Commons Attribution License
Creative Commons Attribution License
Proposal for Copyright Notice Creative Commons
1. Policy Proposal to Open Access Journals
Authors who publish with this journal agree to the following terms:
A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.
B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.
C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).
