Initial education of math teacher for rural schools: 'looks' of the peasant community

Abstract

Studies in the field of teacher education identify reflection as a strategy to deal with the complexity and diversity of situations that include the teaching activity. It is about training a professional who is able to develop the teaching practice in line with the demands and reality of the social and cultural context where teaching takes place. In this sense, the Field Education Degrees of the Federal University of Minas Gerais have their curricular structure organized in spaces and times of training in an alternation regime. The proposal of this alternation training raises the immersion of the trainee in the reality of the peasant communities and their schools with the intention of perceiving it as a privileged and legitimate space of their action of being and behaving as a teacher. In the execution of the Course Completion Work (TCC), the trainee performs a study and elaborates a pedagogical proposal on issues raised on the community in which he is inserted. With reference to TCC, we try to identify the two graduates’ perceptions about the knowledge produced in the peasant community in search of explanation and meaning of phenomena that they contact daily. Adopting a qualitative and interpretative methodology, we look for indicators that help us to understand new 'looks' about the daily life of the community. These 'new' perspectives are fundamental in building the profile of these actors who will be the future teachers of mathematics in the rural schools and who can lead the school to occupy a political and purposeful space in the life of the community. This study highlights the need to move forward with the materialization of the peasant school role in teaching practice.