Formation times of countryside education and historical-critical pedagogy

experience report in the municipality of Iranduba/AM, between 2017-2018

Authors

DOI:

https://doi.org/10.15448/2179-8435.2024.1.45435

Keywords:

Rural Education, critical historical pedagogy, formative times

Abstract

The article presents the experience carried out during the formative years of the Specialization Course in Rural Education – Pedagogical Practices, from Faced/UFAM, in the period from 2017 to 2018 in the municipality of Iranduba/AM, in the applicability of the Theory and Didactics of Historical Pedagogy- Criticism. This is a study carried out with 90 teachers from 20 communities, distributed in three educational sectors, which are: Solimões, Rio Negro and Estrada, with the support of bibliographical research based on Saviani ( 2019, 2021), Gasparin (2020), Galvão, Martins e Lavoura (2019), Caldart (2017), Oliveira (2017) among others, whose studies are based on the historical-dialectic materialist perspective. The results indicate that both UFAM trainers and teachers from the Iranduba countryside experienced new scientific knowledge from the perspective of Historical-Critical Pedagogy in Rural Education. The training meetings conclude with the teachers developing in the classroom the structure of the didactic proposal of the Historical-Critical Theory, which is composed of Social Practice (concrete) – Level of the Learner’s Current Development Zone; Problematization, Instrumentalization, Catharsis – Immediate Development Zone Level.

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Author Biographies

Heloisa da Silva Borges, Federal University of Amazonas, Manaus/AM - Brazil.

PhD in Education in the Teacher Training Line from the Postgraduate Program in Education (PPGE) of FACED/UFAM. Currently, she is a Professor in the Department of Administration and Planning of the PPGE of FACED/UFAM. Institutional Coordinator of the National Plan for Training Teachers of Basic Education of the Federal University of Amazonas (PARFOR/UFAM) and Coordinator of the Escola da Terra Program of FACED/UFAM.

Helena Borges da Silva, Federal University of Amazonas, Manaus/AM - Brazil.

She is a Psychologist, Pedagogue and Specialist in Rural Education and Pedagogical Practice from FACED/UFAM, as well as a Professor at the Municipal Department of Education (SEMED) of Manaus.

Carlos Augusto da Silva, Federal University of Amazonas, Manaus/AM - Brazil.

He holds a Bachelor's and a Bachelor's degree in Sociology from the Institute of Human Sciences and Letters of the Federal University of Amazonas (ICHL/UFAM), a Master's degree from the Postgraduate Program in Environmental Sciences and Sustainability in the Amazon of the Federal University of Amazonas (PPGCASA/UFAM) and a PhD in Society and Culture in the Amazon – UFAM. In addition, he is a Collaborating Professor at PPGCASA and has a scholarship from the Court of Auditors (TCE) in the Socialization of the Amazon Archaeological Heritage Project.

Érica de Souza e Souza, Federal University of Amazonas, Manaus/AM - Brazil.

Master's and PhD student in Education from the Postgraduate Program in Education at the Federal University of Amazonas (PPGE/UFAM). Scholarship holder from the Amazonas State Research Support Foundation (FAPEAM).

References

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Published

2024-12-09

How to Cite

da Silva Borges, H., Borges da Silva, H., da Silva, C. A., & de Souza e Souza, Érica. (2024). Formation times of countryside education and historical-critical pedagogy: experience report in the municipality of Iranduba/AM, between 2017-2018. Educação Por Escrito, 15(1), e45435. https://doi.org/10.15448/2179-8435.2024.1.45435

Issue

Vol. 15 No. 1 (2024): Single Volume - Continuous flow

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Articles

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