The teaching of Geography in Rural Schools in Dourados (MS), the teacher’s view of Geography, discourse and practice

• Autor(a) principal: Almeida, Crislaine Souza
• Data de Publicação: 2022
• Outros Autores: Abreu, Silvana de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Entre-Lugar (Online)
• Texto Completo: https://ojs.ufgd.edu.br/entre-lugar/article/view/14805
• topic: Geography Teachers – School in rural área; Discourse; Theory and Practice; Professores de Geografia - Educação do Campo – Discurso; Teoria e Prática.; Profesores de Geografía - Educación Rural; Discurso; Teoría y Práctica

This article is part of the research of our master's dissertation, completed in 2021, which analyzed the so-called Escolas do Campo, in Dourados, in the state of Mato Grosso do Sul (from 2012 to 2019) and the teaching of geography within these schools. In this article, we seek to present the analyzes that we have developed on this educational policy, built in the Lula governments (2003-2006, 2007-2010) and implemented in the Dilma Roussef government (2011-2014). Such analysis were built from the discourses and practices of geography teachers, with reference to bureaucratic and pedagogical aspects, which implies understanding the role of geography teaching, as a school subject, but, above all, its role in schools in rural area, created, in theory, to be differentiated. This condition, as we have seen, is still under construction and in dispute with the interests of agribusiness, which arise due to bureaucratic forces and the difficult working conditions of teachers, but also, due to the lack of autonomy of these teachers, over their own educational work, and non-understanding of geography teachers about the meaning of this educational modality.