Análise das práticas de linguagens dos professores do campo no Polo Educacional Tessalônica em Irituia- PA

• Autor(a) principal: FREITAS, Maria Jacione da Silva
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional do Instituto Federal de Educação, Ciência e Tecnologia do Pará (IFPA)
• Texto Completo: https://repositorio.ifpa.edu.br/jspui/handle/prefix/438
• topic: Prática social de linguagem; Professor do campo; Pesquisa qualitativa; Educação do campo; Irituia (PA); Formação de professor; Prática educacional; Social practice of language; Rural teacher; Qualitative research; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL; Educação do Campo

This research presents an analysis of social practices of languages of rural teachers at the Tessalônica Educational Center in Iritua, Pará State, whose aims are to analyze the social practices of languages of the teachers who work with the rural individuals of that educational center; to understand the training of the teachers who work with those rural individuals, especially in the context of social practices of languages; and also to analyze the PPP (Political Pedagogical Project) of the Tessalônica school. The methodology used was that of the qualitative research through questionnaires, all of which were intended to the teachers, main individuals of this research, and the pedagogical coordination with the aim of comparing the data. Thus, many authors were important for the theoretical basis, such as Caldart (2004, 2012); Molina (2011) and Arroyo (2004, 2007), all of whom contributed significantly to the understanding of rural education; and regarding the deepening of social practices of languages, the literature used was those of the authors such as Marcuschi (2010), Magda Soares (2017), Dolz and Schneuwly (1999). Therefore, the results showed that the teachers of the Tessalônica Educational Center face challenges similar to those of many other teachers in Brazil, specifically the absence of public policies aimed at rural education, which causes problems such as: absence of continuing education, political pedagogical project out of context of the reality of the rural student, and urbancentric curriculum. In this sense, it is necessary for the teachers to have support from the public authorities as explained by the speeches of several teachers interviewed that they try to adapt their classes to the student's reality, however, they need continuing education focused on rural education.