Education in rural áreas and Historical-Critical Pedagogy: theoretical and methodological reflections on the educational process

• Autor(a) principal: Nunes, Klívia de Cássia Silva
• Data de Publicação: 2021
• Outros Autores: Santos, Maria Cristina dos
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Educação e Políticas em Debate
• Texto Completo: https://seer.ufu.br/index.php/revistaeducaopoliticas/article/view/59458
• topic: Educação no Campo; Pedagogia Histórico-Crítica; Práticas educativas; Education in rural areas; Historical-Critical Pedagogy; Educational practices; Éducation sur le terrain; Pédagogie historico-critique; Pratiques pédagogiques

This study proposes a reflection on the theoretical and methodological aspects of literacy, in the light of Historical-Critical Pedagogy, regarding educational practices for schools in rural areas. It is worth mentioning its proposal focused on the theoretical approach of the teaching and learning process and provides subsidies to discuss educational curricular policies for schools in the countryside whether under public power or educational establishments, which aim to guarantee the right to social quality education. Thus, the literacy process is discussed from the perspective of a single school, with access to the knowledge produced by humanity, founded on dialectical historical materialism. The main subject of this study arises from the following question: How can we contribute to the literacy process of students living in rural areas? Therefore, as a theoretical essay, we sought to bring reflections on the literacy process, based on authors and researchers of Historical-Critical Pedagogy and Historical-Cultural Psychology as a way to contribute to the analysis of the literacy process for schools in rural areas.