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A organização curricular em alternância nos cursos de formação de professores: PRONERA e Licenciatura em Educação do Campo

2019; FUNDACAO UNIVERSIDADE FEDERAL DO TOCANTINS; Volume: 4; Linguagem: Inglês

10.20873/uft.rbec.e7334

2525-4863

Dulcinéa Campos, Dalva Mendes de Franca, Valmere Santana,

Environmental Sustainability and Education

This article aims to contribute with reflections about the theoretical-methodological principles that guide the alternating curricular organization in Rural Education Degree.It also discuss how these precepts, materialized in the pedagogical work of the alternating course, can serve as a parameter for the construction of a new school reference.Based on a bibliographical research, supported by the conception of Rural Education, dated at the National Seminar of 2002 is made a analysis is based on the assumptions of dialectical historical materialism.In addition, it bases reflections about theoretical support of Moisey Mikhaylovich Pistrak, a Russian pedagogue who defended teacher training focused on the praxis, aiming at the development of teaching autonomy in the process of construction and reconstruction of practices and methods of education.The results of this study indicate that the proposal for an alternating curriculum organization in the Rural Education Degree, aimed at teaching coherent with the dialectical method of reality interpretation, gives teachers the necessary tools to rethink and transform the existing configuration of the rural school.