O ensino de geografia do urbano para o campo; uma análise de uma escola da zona rural de Delmiro Gouveia – AL

• Autor(a) principal: Gomes, Jaqueline da Silva
• Data de Publicação: 2019
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal de Alagoas (UFAL)
• Texto Completo: http://www.repositorio.ufal.br/handle/riufal/6219
• topic: Educação no campo; Formação docente; Ensino de geografia; Delmiro Gouveia - Alagoas; Zona rural; Geografia; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA::GEOGRAFIA REGIONAL::ANALISE REGIONAL

At present, discussions about rural education are still quite emerging. With a past tracked by many fights engendered by social movements linked to the countryside, education in rural schools has have evolved in recent decades, however the methodologies developed for the fostering the social inclusion of rural-living subjects are still precarious and almost inefficient. It is based on these questions that this research, conducted by in a rural school in Delmiro Gouveia, located in the interior of Alagoas. O The objective of this study was to analyze how the educational process in a rural school and if the teaching provided has the characteristics of field education envisioned by public policy, as well as the literature studied. The methodology adopted for the research was based on studies on of the rural education paradigm used by the old teaching models as being the basis of education in rural schools and comparing them with current requirements. Thus, the approach of the study is qualitative research, having the interest of describing the reality found in the public school researched. To carry out the study, a questionnaire was applied to the represented by the principal and only teacher of geography in the school. The results show the dichotomy between what was answered by the school and the existing materials found, in the form of planning of classes and textbooks, as they express completely opposite realities. Thus, it was concluded that the researched school does not promote an education focused but it is still linked to rural education, because its curriculum does not has methodologies and planning that leads to the appreciation of the subject who lives in the field according to your reality.