AQUI A GENTE TRABALHA MAIS VIVÊNCIAS”: FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO DO CAMPO NO MUNICÍPIO DE TRÊS LAGOAS-MS

Abstract

The proposal of this research is directed to the recognition and discussion about the training of teachers of Rural Education in the municipality of Três Lagoas (MS), especially what is called "continued". Thus, the objective is to understand the processes of teacher training who work in a rural school in Três Lagoas (MS), how it occurs and whether there is an effort by the Education system to help teachers in the face of the specificities, challenges and powers of the rural school. The methodology used implied bibliographic and documentary research and application of semi- structured interviews, with participants in the research being a specialist teacher responsible for the pedagogical sector of the Municipal Department of Education and Culture (SEMEC) of Três Lagoas (MS) and five teachers who work at EMEC Antonio Camargo Garcia, a peasant school in the same municipality. Based on the theoretical paradigm of Rural Education, marked by the history of struggle of the social movement of the same name and the pedagogical experiences resulting from it, we discuss the research processes in a materialist perspective, looking at how the Três Lagoense territory was forged in relation to the agrarian question, and we approach Rural Education in the way it is expressed in public policies for peasant schools, how the teachers interviewed helped us and the way they evidence the processes of training and continuing education in their realities. Considering the distance between EMEC and social movements, since its origin, it was found that, in Três Lagoas (MS), the continuing education of teachers in rural schools is full of contradictions, and formally, follows the same model as urban schools, with no distinction or even differentiation of both. We observe a generic formation that disregards the specificities of the field and the legislation of the public policies conquered by the movement. The teachers do not participate in specific training, however, they recognize the need to develop their own strategies to work in the peasant school and characterize this as learning in practice and based on the students' experiences. The reports on such school experiences and the gaps in the continuing education of teachers point to the challenges of institutionalizing schools that were once demands of social movements, that the needs of educators who work in these spaces are observed and that the struggle for peasant permanence in rural territories is respected through a school that recognizes the educational model demanded by this struggle.