Rural Education: A Case Study at André Fideles School de Araújo located in the Rural Zone of Parnamirim-PE

• Autor(a) principal: Santos, Ana Karolyna Silva
• Data de Publicação: 2023
• Outros Autores: França, Aurenia Pereira de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: ID on line. Revista de psicologia
• Texto Completo: https://idonline.emnuvens.com.br/id/article/view/3725
• topic: Educação no campo; Educação rural; Educação urbana; Desafios da educação do campo; Education in the countryside; Rural education; Urban education; Field education challenges; Multiseriation

Brazilian educational public policies aimed at education in the countryside have shown great evolution over the last few years. Despite advances, the reality of rural schools still reveals great challenges, with pedagogical, logistical and infrastructural demands, including the socioeconomic conditions of students. Thus, the objective of this work was to analyze the field education scenario through a study carried out at the André Fidelis de Araújo School, located in the municipality of Parnamirim-PE. The objective was to identify the difficulties faced by its teachers and students, taking into account the observance of some main aspects: the political pedagogical project implemented in the institution, the teaching-learning process, the infrastructure of the school environment, the multigrade classes, teacher training and disparities in relation to urban schools. This is a case study, qualitative with an exploratory descriptive character. Data were collected from interviews, with a semi-structured script, applied to a sample of two professors at the institution. There was a similarity in the answers between the two teachers, about the characterization of the school, as well as the reality of the rural school in general. It was considered by the respondents that the biggest challenge faced by the teaching staff at Escola do Campo André Fidelis de Araújo are the multigrade classes, which make their work exhaustive and ineffective in terms of pedagogical practice. Thus, it was concluded that it is necessary, for greater effectiveness in the teaching-learning process, an integrating curriculum, which takes into account the needs of those who live in the countryside, as well as projects that make this process assertive and congruent with the reality where it is experienced.