Memórias de formação docente: reflexões de uma pedagoga sobre a educação do campo
This formative memorial has as main idea to remember the projects and experiences lived during my training that promoted a primordial contact with the Rural Education modality and to reflect on the importance of these experiences for the formation in Pedagogy. The first of them was the extension pro...
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| Formato: | bachelorThesis |
| Idioma: | pt_BR |
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Universidade Federal do Rio Grande do Norte
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| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/50124 |
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| Resumo: | This formative memorial has as main idea to remember the projects and experiences lived during my training that promoted a primordial contact with the Rural Education modality and to reflect on the importance of these experiences for the formation in Pedagogy. The first of them was the extension project Trilhas Potiguares, then the research project entitled "Letramentos na Educação do Campo" guided by Professor Vânia Aparecida Costa and already in the almost final moments of my graduation I had the experience of interning at the Nucleus of Education of the Field and diversity - NECAD/SEEC. Therefore, after the experiences described, and my concern for the fact that I had little contact with the modality within the disciplines offered in the curriculum, this discussion arises, which seeks to reflect on the importance of bringing pedagogues closer together. in training with Rural Education. From my training memories and based on the references Arroyo et al (2004), Arroyo (2015), Brandão (1980) Caldart (2003 and 2009), Caldart et al (2012), Ribeiro (2015), among others, I seek reflect on the movement that rural education provides in education, thus exposing how crucial it is that all pedagogues have this contact for their professional, social and personal growth. That said, this memorial is guided by constructive criticism that seeks to provide experience in other contexts such as the countryside, so that the formation of the Pedagogue is not based on an urban-centric vision. Therefore, the study led me to think that our constant learning process must always be open to new knowledge, new cultures and new ways of doing education. The struggle for the achievements of Rural Education continues, we also need to understand the very strong relationship of social movements with the ways in which this education is built and what we have to learn from them. If I can get a graduate student to reflect on the points discussed, see Rural Education as a place of movement, construction of new knowledge and continue this struggle, my intention with this memorial can continue, and that is what rural subjects need, of people who see their struggle, their pedagogies, their knowledge and fight together with them for their rights, demonstrating their importance and affirming that their pedagogical work needs and must be present in the process of continuous training of each pedagogue (the ). Therefore, to reflect on the theme outlined at the beginning, I present the following question: it is possible to affirm that the pedagogues in training are having sufficient contact within the classroom in their initial training with the existing modalities in education ? Could it be that even with the contact with Rural Education being minimal in teaching, they are able to reflect on its dimension and importance? In this memorial I would like to demonstrate that the contact with the modality in Teaching, Research and Extension strongly added to my understanding of Rural Education. |
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