Formação continuada de professores para a educação do campo: contribuições da ANFOPE e do Curso de Especialização em Pedagogia Histórico-Crítica para as escolas do campo/ ação Escola da Terra/ PRONACAMPO/ SECADI/MEC/ UFBA

Abstract

The present dissertation has as its object of study the Continuing Education of Teachers, especially for Rural Education. It is part of the Graduate Program in Education at FACED/UFBA, Line Education, Body Culture and Leisure, Research Groups LEPEL AND GEPEC/FACED/UFBA. It problematizes: (a) Education in/from the Countryside, (b) its expression in educational policy and, (c) particularly the continuing education of teachers for Education in/in the Countryside. Considering the reality of Education in/in the Field and educational policy, in particular, teacher training for rural schools, asking us about the contributions of ANFOPE to the continuing education of teachers and the contributions of the theoretical basis of the Pedagogy Specialization Course Historical-Critical for Rural Schools developed by FACED/UFBA. The general objective is to present a synthesis on the continuing education of teachers for Rural Education, based on what ANFOPE defends and the theoretical foundation of the Specialization Course in Historical-Critical Pedagogy at FACED/UFBA. The specific objectives are: (a) to systematize the legislation and policy of Rural Education; (b) systematize ANFOPE's contributions to continuing education; (c) systematize the theoretical contributions indicated in the Specialization Course in Historical Critical Pedagogy. The data sources will be: (a) Legislation, (b) ANFOPE, (c) Course and reference texts used in FACED training, (PPP) Pedagogical Political Project and the Report of the 4th version of the Specialization Course in Historical Pedagogy- Criticism for Rural Schools-FACED/UFBA (Earth School/MEC/PRONACAMPO/SECADI/FNDE/MEC); (b) the ANFOPE documents on initial and continuing teacher training, in particular the Revista Movimento and the ANFOPE Bulletins; (c) Current legislation on Rural Education and PRONERA; Legislation on Initial and Continuing Teacher Training; PRONACAMPO and, within it, the teacher training axis. The data will be analyzed according to the content analysis technique, taking into account the context and will be presented in the form of tables, graphs and summaries and will be the results of instruments specific to document analysis; content analysis and bibliographic analysis. We hypothesized that ANFOPE's proposal for initial and continuing teacher training, as well as the subsidies of Historical-Critical Pedagogy, support the continuing education of teachers through the course of Historical-Critical Pedagogy, Earth School Action, and we defend that this action must: continue, have a public budget, be submitted to new experiences in public education networks in Brazil; base new proposals. Based on this study, we defend, as a policy of continuing teacher education for rural education, what ANFOPE proposes and, what the Specialization Course in Historical-Critical Pedagogy, Earth School Action, from FACED/UFBA, indicates, as they are based on critical theory, on human emancipation and on overcoming the capitalist way of life.