Resumo

CORREIA, Rosemeire Aparecida Cardoso  e  ROCHA, Simone Albuquerque da. Formar-se professora para a educação do/no campo: percepções de licenciandas do campo em memoriais de formação. Educ. Puc. [online]. 2013, vol.18, n.03, pp.355-366. ISSN 1519-3993.

This article analyzes perceptions of teacher education undergraduates, who come from the countryside and from settlements of the Landless Rural Workers’ Movement, on the development of teacher identity during the initial training, i.e., when they realized they were becoming teachers. The aim was to collect research data about teachers’ professional career in rural schools in Brazil, and the importance given to the teaching profession. This is a longitudinal research, developed over the four-year degree in Education at the Federal University of Mato Grosso - Campus of Rondonópolis. The subjects were four teacher education undergraduates from the countryside. For the survey data, we chose  autobiographical narratives and the instrument used were self-memorials written semi-annually throughout their initial training. For this article, we analyzed the data from the third and fourth memorials written in 2010. These revealed the precarious working conditions of rural school teachers, which result in several problems. The memorials also revealed that the teacher plays a key role in changing society, despite the little appreciation received from the public sphere.

Palavras-chave : Rural Education; Memorials on Training; Teaching Profession.

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