Da escola na zona urbana para a escola do/no campo: os professores em foco

Abstract

This work consists of a study carried out between 2009 and 2013, which sought to understand how the process of adaptation of teachers from the urban area to rural schools occurs in the municipality of Pelotas/RS. The hypothesis was that for those teachers, who hardly know the reality of the countryside because they do not live there, do not belong there, are not inserted in it, the process would be more complex, consisting basically of an adaptation to the routines of a rural school. The methodological procedures have been those of qualitative research, based on interviews, class observation and their respective analysis . The research has had the participation of seven teachers at one countryside school. The theoretical framework has been supplied, among others, by Leite (2002), Caldart (2002), Fernandes (1999, 2004), Souza (2006), Pérez Gómez (2001), Arroyo (1982, 2004, 2007), Nóvoa (1995, 1997) and Freire (1996). Turning our eyes to those professionals and their process of adaptation to this new context is an exercise that helps building a new knowledge about teaching; it is an opportunity of revealing the knowledge mobilized by these urban subjects in carrying out their teaching activities; it is, as well, an opportunity for stimulating a discussion about Rural Education and Teacher Education. It also constitutes a possibility of empowering the rural context, which is poorly addressed in academic studies and lacks research for the quality of education. We have observed that little if any emphasis is given to the need of accompanying the newly-arrived teachers in order to make either possible or easier their adaptation. We have concluded that the adaptation of those teachers occurs gradually, requiring their attention, so as to better carry out their teaching, to the importance of understanding the routines of the countrymen, which will have an effect over the habits and routines of the students. In order to achieve changes in this picture, changes in the organizational structure of schools and in the programs of teacher education are fundamental.