Rural education: learning to be rural teachers

2008 ◽  
Vol 20 (7/8) ◽  
pp. 468-479 ◽  
Author(s):  
Barbara Barter
Keyword(s):  
Rural Education ◽  
Rural Teachers

scholarly journals Representações sociais sobre o processo formativo de professores do campo e da EJA no Brasil: a realidade na Amazônia Paraense

2021 ◽  
pp. 1-25
Author(s):  
Alessandra Sampaio Cunha ◽  
Armando Paulo Ferreira Loureiro ◽  
Joana dArc de Vasconcelos Neves
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Social Representations ◽  
Structured Interview ◽  
Pedagogical Practices ◽  
Way Of Life ◽  
Rural Teachers ◽  
The Social ◽  
Psychosocial Processes ◽  
Teaching Learning

This article articulates the debate on the initial training of rural teachers, Youth and Adult Education (EJA) and the psychosocial processes that guide the training of teachers to / in rural schools. To this end, it embarks on the theoretical field of Social Representations (RS) in order to analyze the senses and meanings of teachers who completed the Degree Course in Rural Education under the contribution of their training process to work in the EJA / countryside in the Amazon Paraense. This is a qualitative study of the exploratory / explanatory type that used the questionnaire and the semi-structured interview to collect the data. The results of this study indicate that the Social Representations of the teachers about the Degree in Rural Education are enrolled in meanings that reaffirm that specific training, geared to the needs of rural people, contributed with knowledge and teaching-learning processes that potentialized (re) thinking and innovating pedagogical practices. The rural teachers also see the course as a space for the production of differentiated knowledge of being and becoming a teacher of EJA in the field, insofar as they help to understand the social and political dynamics of the peasant way of life in the Brazilian Amazonian rural areas.

scholarly journals Between the countryside and the city: struggles for the right to an eminently peasant education

2021 ◽  
pp. 1-26
Author(s):  
Naura Sthocco Silva ◽  
Helder de Moraes Pinto
Keyword(s):  
Rural Education ◽  
Rural Areas ◽  
Public Universities ◽  
Political Process ◽  
The State ◽  
Rural Teachers ◽  
The Public ◽  
The Social ◽  
The Right ◽  
The City

From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade.

scholarly journals Práticas artísticas no campo: A luta como categoria pedagógica para a transformação social

2021 ◽  
pp. 1-26 ◽  
Author(s):  
Cristiene Adriana da Silva Carvalho ◽  
Maria Isabel Antunes-Rocha
Keyword(s):  
Rural Education ◽  
Social Transformation ◽  
Social Representations ◽  
Methodological Approach ◽  
Transformative Education ◽  
Pedagogical Practices ◽  
Rural Teachers ◽  
Educational Processes ◽  
The Social ◽  
Faculty Of Education

This text analyzes the artistic practices in the rural school, considering the presence of struggle and social transformation as a category in the pedagogical approach. We took as a basis a work that analyzed the movements of re-elaboration of the Social Representations of rural teachers, graduated of the Degree course in Rural Education of the Faculty of Education of the Federal University of Minas Gerais. To this end, we consider that artistic practices can be understood as forms of creation, fruition, and reflection of Art, elements that add the educational processes to the historicity and resistance present of the Movement of the struggle for Rural Education. We had a methodological approach to narrative interviews and observation of pedagogical practices. These elements allowed us to understand the pedagogical aspects of the struggle in teaching practices that carried the intentionality of transformative education.

scholarly journals As recomendações da UNESCO e a educação rural em Sergipe (1940-1960)

2020 ◽  
Vol 27 (1) ◽  
pp. 41
Author(s):  
Maryluze Souza Santos Siqueira ◽  
Raylane Andreza Dias Navarro Barreto
Keyword(s):  
Rural Education ◽  
Educational Policy ◽  
Rural Schools ◽  
North American ◽  
Rural Teachers ◽  
The North ◽  
Modernization Process ◽  
Politica Educativa ◽  
Teachers Training ◽  
Sobre Todo

O presente artigo traz a análise do papel da UNESCO frente ao processo de modernização da educação no Brasil e a interpretação de como suas recomendações nortearam as mudanças na política educativa para o meio rural em Sergipe nas décadas de 1940 e 1960. Para tanto foram utilizadas como fontes as “Recommandations 1934-1977”, documento da UNESCO publicado em 1979, os “Relatórios Manuscritos do Curso de Agricultura (1948)” do professor José Ribeiro Filho, os “Boletins de Inscrição de Clubes Agrícolas das escolas rurais de Sergipe (1949)” e “Relação de escolas rurais e da capital com Clubes Agrícolas em Funcionamento em Sergipe nos anos de 1948 a 1950”. Em termos de resultado o que fi cou evidenciado foi a supremacia norte-americana, sobretudo no que se refere às politicas de promoção do campo, e, com relação a educação não se pode negar a formação aligeirada dos professores e a pouca efi cácia desta formação.Palavras-chave: Brasil. Formação de professores rurais. Política educativa. Sergipe. Unesco.UNESCO recommendations and the Sergipe rural education (1940-1960)AbstractThis article brings the analysis of UNESCO function in front of Brazilian education modernization process. Furthermore, the interpretation of how its recommendations had guided the educative politics changes for Sergipe’s countryside in the decades of 1940-1960. For this purpose had been in such a way used as sources the “Recommendations (1934-1977)”, a UNESCO document published in 1979; the professor Jose Ribeiro Filho “Course of Agriculture Manuscript Reports (1948)”; the “Application Forms of Sergipe’s Rural Schools Agricultural Clubs (1949)” and the “Rural Schools with active Agricultural Clubs in Sergipe during the years of 1948-1950”. In result terms it was evidenced the North American supremacy, especially concerning to the countryside promotion politics. Regarding to education it cannot deny the hasty professors’ qualifi cation and its low eff ectiveness.Keywords: Brazil. Educational policy. Rural teachers training. Sergipe. Unesco.Las recomendaciones de la UNESCO y la educación rural en Sergipe (1940-1960)ResumenEl presente artículo lleva a cabo un análisis del papel de la UNESCO frente al proceso de modernización de la educación en Brasil y una interpretación de cómo sus recomendaciones guiaron los cambios en la política educativa para el medio rural en Sergipe en las décadas de 1940 a 1960. Al respecto, las fuentes utilizadas fueron las “Recommandations 1934-1977”, documento de la UNESCO publicado en 1979; los “Relatórios Manuscritos do Curso de Agricultura” (1948), del profesor José Ribeiro Filho; los “Boletins de Inscrição de Clubes Agrícolas das escolas rurais de Sergipe” (1949) y la “Relação de escolas rurais e da capital com Clubes Agrícolas em Funcionamento em Sergipe nos anos de 1948 a 1950”. Lo que el resultado puso en evidencia fue la supremacía norteamericana, sobre todo en lo concerniente a las políticas de promoción del campo; y, respecto de la educación, no es posible negar la superficial formación de los profesores y la escasa eficacia de la misma.Palabras clave: Brasil. Formación de docentes rurales. Política educativa. Sergipe. Unesco.

“Internet Plus” Integration in Rural Education in China

2017 ◽  
pp. 289-306 ◽  
Author(s):  
Xuefeng Qiao
Keyword(s):  
Rural Education ◽  
Rural Schools ◽  
Teaching Practice ◽  
Rapid Development ◽  
Rural Teachers ◽  
Teacher Communities ◽  
Information And Communication ◽  
Education In China ◽  
Role Of Information

This chapter examines the role of information and communication technology (ICT) in improving rural schools in China. China has experienced rapid development in rural education during recent decades. However, a large gap between rural education and urban education remains. Because ICT plays an essential role in rural education, China has prioritized the construction of ICT facilities. A lack of communication among colleagues constitutes an obstacle for teachers who attempt to integrate ICT into teaching practice. Therefore, China's national government initiated an “Internet Plus” strategy to build connections between rural schools and the broader education system through ICT. This chapter concludes that Internet Plus Rural Education paves a potential way for rural teachers to participate in teacher communities and to develop their teaching practices.

scholarly journals Globally Connected

2019 ◽  
Vol 9 (1) ◽  
pp. 91-104
Author(s):  
Joanna C. Zimmerle ◽  
Cheryl Lambert
Keyword(s):  
Professional Development ◽  
Preservice Teachers ◽  
Rural Education ◽  
Rural Communities ◽  
Teacher Educators ◽  
Teacher Education Program ◽  
Emotional Needs ◽  
Rural Teachers ◽  
The Social ◽  
Twitter Users

Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.

scholarly journals Analysis on the Existing Main Problems and Countermeasures of Rural Education

2021 ◽  
Vol 4 (4) ◽  
Author(s):  
Bo Peng ◽  
◽  
Piaopiao Sun ◽  
Anqi Lou ◽  
Chuanling Zhang ◽  
...  
Keyword(s):  
Rural Education ◽  
Human Resources ◽  
Vocational Education ◽  
Rural Areas ◽  
Rapid Development ◽  
Family Education ◽  
Vulnerable Groups ◽  
Local Characteristic ◽  
Rural Teachers ◽  
Rural Revitalization

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in Education funds, strengthening the construction of school standardization; Improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; Strengthening the role of family education and sharing the responsibilities of vulnerable groups; Improving the quality of education and creating local characteristic courses; Vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

scholarly journals Analysis on the Existing Main Problems and Countermeasures of Rural Education

2021 ◽  
Author(s):  
Bo Peng ◽  
Piaopiao Sun ◽  
Anqi Lou2 ◽  
Chuanling Zhang ◽  
Yanfang Sun ◽  
...  
Keyword(s):  
Rural Education ◽  
Human Resources ◽  
Vocational Education ◽  
Rural Areas ◽  
Rapid Development ◽  
Family Education ◽  
Vulnerable Groups ◽  
Local Characteristic ◽  
Rural Teachers ◽  
Rural Revitalization

At the Fifth Plenary Session of the 19th CPC Central Committee, the party put forward the 14th five year plan and the long-term goal of 2035, it put forward that we should not only give priority to the development of agriculture and rural areas and comprehensively promote rural revitalization, but also strive to build an educational power, improve farmers' scientific, technological and cultural literacy and promote the revitalization of rural talents. Human resources are the first resource for China's economic and social development, and education is the main way to develop human resources. Rural Revitalization needs talent revitalization, which is inseparable from the revitalization of rural education. However, there are still some problems to be solved in rural education. This paper combs the problems existing in the school running conditions, teachers, family education, education quality, local culture and the development status of rural vocational education, analyzes the causes of the problems, and puts forward the countermeasures for the development of rural education. Such as increasing investment in Education funds, strengthening the construction of school standardization; Improving the economic treatment and social status of rural teachers, strengthening the construction of rural teachers and enhancing their sense of rural belonging; Strengthening the role of family education and sharing the responsibilities of vulnerable groups; Improving the quality of education and creating local characteristic courses; Vigorously developing rural vocational education. Through these measures, we can promote the healthy and sustainable development of rural education. At the same time, the government, society, schools and families need to work together to attach great importance to and strive to solve the problems existing in rural education. Therefore, this article combs the problems existing in rural education and seeks solutions in order to help the rapid development of rural education.

scholarly journals Social representations of artistic practices in rural schools

2021 ◽  
pp. 1-22
Author(s):  
Cristiene Adriana da Silva Carvalho
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
Data Analysis ◽  
Social Representations ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Pedagogical Practices ◽  
Rural Teachers ◽  
The Social ◽  
The Right

This work analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers. These educators have graduated Rural Education from Faculdade de Educação at Universidade Federal de Minas Gerais, Brazil. Artistic practices constitute a way of creation, fruition, and reflection of art present in education processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogical practices. The data analysis was built from the reconstruction of trajectories considering the movement of the Social Representations. We have observed that the artistic practices can be seen as a pedagogical mechanism of the struggle for transforming education and by strengthening rural identities.

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