A formação do educador do campo: concepções, desafios e perspectivas à luz do Curso de Licenciatura em Educação do Campo

Abstract

This research aims to analyze the training of the field educator articulated to the peculiarities referring to his area of activity, identifying in the course of the work several aspects that portray the challenges of the reality and specificity of the field, with emphasis on the appreciation of culture, history, the struggles and achievements of workers and the relationship with public policy for rural education, presented from the social movements. The empirical locus of the work is the Degree Course in Rural Education/UFMA-Campus Bacabal-MA, and as an initial proposal the oral narratives of three teacher trainers and three undergraduate students, subjects of the research, as the main source of collection to find answers to the question that guides it: does the training offered in the Degree courses in Rural Education have the potential to meet the peculiarities of the field? In this sense, the research is also aimed at verifying how the education of the rural educator takes place, evidencing in this training the guarantee of quality teaching for rural education; as well as to identify the conception of teachers and students in training about the training carried out in a degree course in Rural Education and to analyze the actions undertaken within the State that point tothe existence of a national policy of rural education that values its specificities. As a theoretical and methodological contribution, it is supported by Severino (2006), Caldart (2004), Alentejano (2000), Freire (2006), among others, given that it is a qualitative investigation based on a critical perspective. Thus, data collection was carried out through bibliographic and documentary research and semi-structured interviews carried out at a distance with teachers and students via WhatsApp, in view of the difficulties posed by the atypical context of the COVID-19 pandemic. Theunderstanding of the research subjects' discourses allowed for an understanding of therelevance of training the field educator, considering the peculiarities of the communitythat lives “in” and “in” the field.