Cotidiano em uma escola rural: representações de uma comunidade escolar

• Main Author: Lima, Fabiana Ribeiro Souza
• Publication Date: 2008
• Format: Master thesis
• Language: por
• Source: LOCUS Repositório Institucional da UFV
• Download full: http://locus.ufv.br/handle/123456789/4104
• topic: Cotidiano escolar; Escola rural; Representação; Educação rural; Educação do campo; Rural school; Representations; Rural education; CNPQ::CIENCIAS AGRARIAS::AGRONOMIA::EXTENSAO RURAL

Characterizing the rural school as a socialization and knowledge place, it was inquired, on this paper, which would be this school s specificities and how they would appear on accomplished pedagogical practices. In reason to be very few studies on the rural schools, there are expectations that this work can contribute with the academic characterization and institutionalization of this discussion. Therefore, the general objective of this research was to know the rural schools s quotidian in a small city of Minas Gerais to characterize the representation of this rural place among the diverse agents related to it, which are managers, professors, cooks and also assistant of cleanness, community and students. By means of a case study, ethnicgraphic type, it was also sought to analyze pedagogical teaching practices and its daily relation with rural place, for, thus, understanding this school s particularities or specificities in its relation with the local context. With this study, the Escola Municipal de Roberts, located in an Área de Proteção Ambiental (APA), in the district of Bom Jardim in the city of Teixeiras, in the Zona da Mata of Minas Gerais, was possible to perceive that the rural that surrounds it is small, or nothing, led in consideration the pedagogical teaching practices. This rural is represented as rural and not as a partner- ambient context that had a value for its proper characteristics. Amongst other aspects, beyond the necessity of overcoming structural questions of the functioning of all the city s education, as it can be read in the body of the paper, it can be suggested that new subjects guide teaching practices in order to increase the school s critical vision of rural and the partner-ambient context that surrounds the school. Moreover, it can be perceived that the elements that compose the school s quotidian surpass the classroom s walls.