A escola rural de tempo integral Quim Machado no município de Itumbiara/GO : inconsistência entre formação e atuação docente

Abstract

Education is a social policy of substantial importance to the capitalist system as contributes to the promotion of the political conditions that are fundamental to the realization of economic development. The reality that characterizes education for rural subjects is translated by the existence of approximately 43.000 rural schools with multi-grade classes, with teachers who do not have specific training to work in the most diverse areas of knowledge, explaining the urgent need to perform a greater number of academic-scientific researches that may contribute to the formulation and implementation of public policies focused on this theme. The main objective of this research is to investigate the specificity of academic education and the areas of expertise of teachers working at Quim Machado Municipal School in the municipality of Itumbiara/GO, in order to verify if what is contained in the National Education Guidelines and Bases Law no 9.394/1996 on the relationship between academic education and teaching performance is respected/not met. We use as a methodological option for conducting the research case study, as we understand that it contributes to the discovery of new information and important aspects to express experiences, reflect, observe and analyze to organize our findings in a critical and organized way. In the field research we chose to apply questionnaires consisting of semi-open questions to teachers of Quim Machado Municipal School, understanding that their use is essential to obtain the desired answers. The analysis of the answers of the questionnaires aimed to understand the teacher education, the performance and the context that characterizes the school object of this study. By performing the discursive textual analysis of the answers, we seek to capture a comprehensive view of rural education and the interposition with urban education with its disagreements and correlations. Given the reality regarding teacher education and performance in the classroom, there is sufficient data to state that Quim Machado School faces distortions, deviations, inconsistencies and challenges to compose its teaching staff, because it lacks teachers of Geography, Art, History, Religious Education, Physical Education, as well as teachers trained in Magisterium and Letters to meet your demand. The teachers of the Quim Machado School need to face the deficiencies of their own education, offered by higher education institutions, which with their closed curricula do not allow the teacher to work in a school located in the countryside with various particularities. It is clear how much teacher education leaves the professional with no prospects of performing pedagogical practices consistent with the reality of the school and the students. The curriculum of this school is delivered ready to be executed and current topics are not covered as is the case of agribusiness, technologies, internet, bullying and other aspects of the realities of those who live in the countryside.