Resumen

SOUZA, Maria Antônia; PEREIRA, Maria de Fátima Rodrigues  y  FONTANA, Maria Iolanda. Elderly teachers from the countryside: narratives about formation and pedagogical practice. Rev. Diálogo Educ. [online]. 2020, vol.20, n.66, pp.1357-1382.  Epub 01-Oct-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.20.066.ds18.

This article presents results of the research on elderly teachers who live in the countryside, in two regions of Paraná state. The objective is to understand the pedagogical practice, the initial and continuing formation that teachers had throughout their professional trajectory. The research subjects are 20 teachers who are over 60 years old, live in the countryside and have always worked in rural schools. From semi-structured interviews with 7 teachers living in the countryside and oral reports from 13 teachers who have always worked in rural schools, it is possible to state that the pedagogical practice is based on four aspects: generalist formation, regardless of the Brazilian agrarian context; curricular organization and content directed to the students’ instruction; planning centered on the teachers’ decision and supervision carried out by the municipal and state departments of education and proximity of the school and the teachers to the communities, enabling articulation between the activities carried out by the families in agriculture and school content. Teachers were formed in and through pedagogical work. The own experience and the support of other teachers provided teaching learning. Through the Logos project, most of them had access to initial pedagogical formation. They demonstrate a close relationship between personal-family life and school work. Each child is like a child, revealing perspectives of solidarity and sociability with families. The teachers feel fulfilled in their work throughout their lives and show they miss their difficult time of teaching in an isolated and multiple-grades school.

Palabras clave : Elderly teachers; Narratives; Pedagogical Practice; Teacher formation; Rural Education.

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