Resumen

AMERICANO, Renata Queiroz de Moraes  y  SILVA, Anamaria Santana da. THE INITIAL TEACHERS' FORMATION TO WORK IN COUNTRY SCHOOLS: WHAT IS THE ROLE OF PEDAGOGY COURSES?. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2021, vol.30, n.61, pp.253-266.  Epub 18-Oct-2021. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2020.v30.n61.p253-266.

This article focuses on the presentation and analysis of research data on the initial formation of teachers to work in rural schools. The purpose of this research was to understand how the pedagogy courses have done the initial formation of teachers who will work in rural schools and in riverside schools. The research was carried out on the websites of Brazilian public universities, federal and state. The data survey considered the offer of disciplines in the pedagogy courses of federal and state universities related to rural education: number of disciplines, workload, name and course syllabus. In 263 pedagogy courses analyzed, 112 subjects related to rural education were found. However, it was noticed that, generally, only 1 subject is offered per course and with an irrelevant workload. In addition, the themes found focus on more general issues over issues related to pedagogical practices.

Palabras clave : Rural Education; Teachers’s formation; Pedagogy.

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