CONSTITUIÇÃO DE PROFESSORAS LEIGAS NAS ESCOLAS RURAIS EM PARANAÍBA-MS (1970-1990)

Abstract

This investigation is associated with the research line “Formative processes, educational practices, differences” of the Graduate Program in Education at the Federal University of Mato Grosso do Sul (UFMS). It aims to understand how teachers who worked in rural schools located in the municipality of Paranaíba-MS, in the 1970s to 1990s, even laypersons, that is, without training in line with their function, became teachers. Therefore, it is based on historical-cultural theory, based on historical-dialectical materialism. For the investigation, the semi-structured interview with five teachers who worked in rural schools during the aforementioned time frame and the documentary analysis of functional and class diaries whose procedures contributed to the understanding of our object of study was adopted as procedures, to the extent that they show in some way the formation, the space and the time of performance, the remuneration and the organization of the contents taught. Rural education has in its history the abandonment of public policies, the lack of structure in schools, the lack of teacher training and the precariousness in teaching with multisiered rooms and in the school organization itself, isolated and distant. In this sense, it is considered that the results reveal that the teachers assumed the functions in the schools in an integral way, taught and organized the school space, being responsible for all the care with the children. They ate meals, cleaned classrooms, promoted the maintenance of furniture and received their parents. Some resided on the school headquarters farms and others, with different transport, returned to their homes after class. They were hired at low wages and always via patronage and sponsorship of influential people in the region. In their testimonies they reveal the adverse conditions in which they worked, but they were teachers in the experience with the students, in the day-to-day, in the administrative and pedagogical organization of the school. It is considered that in their singularities, lay teachers represented the universal, the portrait of rural school in Brazil, the adverse conditions of the profession and the precarious conditions of rural schools subordinate to the urban development process, always considered in progress and the rural in delay. The results show that it is possible to consider that some subjects are expropriated from the condition of protagonists of their own stories - who are the lay teachers? Forgotten, as teachers, subject to the social order that constituted them and that was constituted by them. In the process of becoming a teacher, there are no arguments or criticisms in the statements collected that demonstrate the evaluation of these women in their role in the face of capitalist society that engenders conditions and models for becoming teachers in rural schools.