Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

The “Educational Laboratory”: American Educators Visit Soviet Schools, 1925–1929

Progressive educators who travelled to the Soviet Union in the 1920s were often enthusiastic about the schools they visited, despite the fact that early Soviet educational reform had been chaotic and largely unsuccessful. The accounts of five such visitors, John Dewey, Scott Nearing, Lucy L.W. Wilson, Carleton Washburne, and George S. Counts are examined here. They show that this discrepancy between perception and reality was not the result of naivety or even self-censorship. Rather, I argue that the progressive education movement’s utopian outlook was a key factor in these educators’ reception of Soviet schools, enabling them to recognize serious shortcomings, while maintaining they were among the most important schools in the world. In their orientation to the future, they viewed Soviet schools as a laboratory, whose findings could advance the cause of the broader progressive education movement.

O legado de Paulo Freire em marcha na Educação e na Escola do Campo

his paper is the result of our studies developed within the Study and Research Group on Countryside Education in the Amazon (Grupo de Estudos e Pesquisas em Educação do Campo na Amazônia - GEPERUAZ) about the contributions of Paulo Freire’s legacy to Education and Countryside School. The study is based on the premise that its backgrounds are intrinsically linked to Popular Education. For the elaboration of this text, we counted on a bibliographic and documentary study that supported the evidence presented, on the contributions of Freire’s theory to the understanding of the challenges that are imposed on education and on the Brazilian society today. The existing relations between Popular Education and Countryside Education translate into successful training/schooling initiatives that are underway in the face of the protagonism of the Countryside Education Movement in its 20 years of existence.

As memórias como ponto de partida: os projetos pedagógicos como diagnóstico da realidade institucional dos cursos de Licenciatura em Educação do Campo

Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.