PRÁTICAS PEDAGÓGICAS NAS ESCOLAS DO CAMPO EM MINEIROS-GO: práxis, emancipação e transformação social

Abstract

This work, associated with the line of research “Training processes, educational practices, differences”, aims to understand the pedagogical practices carried out by teachers in rural schools in the municipality of Mineiros-GO in order to analyze school education as a social practice, as an emancipatory and transformative praxis of the locus. The object of study is the pedagogical practices of teachers who work in rural schools. The research problem is based on the following question: Can the pedagogical practices carried out by teachers at rural schools in the municipal network of Mineiros-GO highlight their difficulties or weaknesses and/or advances in relation to the mediation of education as a social practice, as a permanent constructive process of human emancipation, as an interpretation of the world and as a political process of its transformation? Through the theoretical foundation based on historical-cultural theory based on historical-dialectical materialism, it was possible to understand the contradictions that permeate the theme involved and contextualize the socio-historical process of man's development in class society. To this end, the Pedagogical Political Project of eight schools were analyzed and semi-structured interviews were carried out with eight teachers and a pedagogical coordinator, with the aim of understanding the interfaces of pedagogical practice and whether they dialogue from a perspective of social practice, as an emancipatory praxis. and transformative of the locus. The results demonstrated that recognizing pedagogical practice as a social practice goes beyond the school walls, as it carries within it the conception of man, society, school education and knowledge. Therefore, there is no doubt that the advances towards an emancipatory practice from the perspective of praxis in rural education analyzed in the Minas Gerais territory constitute a movement towards the transformation of the subject; and although it can come to fruition, it still presents a great challenge in relation to the articulation of a rural school project with social practices that follow the path towards emancipation and social transformation in territories marked by the hegemony of capitalist agriculture. It is understood that the training processes in rural schools must lead to humanization, through the teaching of knowledge that favors the de-alienation of individuals and contributes to their ability to appropriate cultural wealth and expand the potential for relationships with the peasant territory.

Keywords: Pedagogical Practice; Praxis; Rural Education; Emancipation.