Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning

Leonarde, Charlinni da Rocha; Simões, Renata Duarte; Vieira, Alexandro Braga; Paiva, Jacyara Silva de

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ARTICLES • Educ. Pesqui. 47 • 2021 • https://doi.org/10.1590/S1678-4634202147227206 copy

Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning^* * Translated by Sandlei Moraes de Oliveira. The translator and the author the take full responsibility for the translation of the text, including titles of books/articles and the quotations originally published in Portuguese.

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Abstract

The article seeks to understand the history of creating a teaching degree in rural education at the Federal University of Espírito Santo, Brazil. The course aims to train education professionals to work in areas of knowledge (languages and human and social sciences) for the second stage of elementary education and for secondary education, based on the principle that rural education is a collective construction as a practice of a liberating dialogue, in the process of which students and teachers construct themselves and are constructed by others as autonomous historical subjects capable of reading the world. To this end, the article uses authors who have been dedicated to producing knowledge about rural education and the training of teachers to work in rural schools. As a theoretical-methodological approach, it uses the assumptions of historical research, performing analysis of the course’s structuring documents and conducting interviews with university professionals who worked on the preparation of the training proposal. As a result, the study shows that rural education is a historic struggle for social movements; that the Federal University of Espírito Santo sought to constitute actions and negotiations for the implementation of the course; and that the training of teachers to work in rural schools is an action that, if contemplated, impacts the right to education for the social groups that deal with and live on the land.

Education; Rural education; Teacher training

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[1] Charlinni da Rocha Leonarde has a graduate degree in pedagogy from the Federal University of Espírito Santo (UFES). She worked as a scholarship holder in the Institutional Scientific Initiation Program (PIBIC) with the Teacher Training project: historical aspects in Rural Education.

Renata Duarte Simões holds a doctoral and post-doctoral degree in history of education and historiography from the University of São Paulo (USP). She is an adjunct professor at the Education Center of the Federal University of Espírito Santo, Brazil, and assistant coordinator of the Professional Master’s Graduate Program in Education.

Jacyara Silva de Paiva holds a doctoral degree in education from the Federal University of Espírito Santo. She is an adjunct professor at the Department of Languages, Culture and Education at the Federal University of Espírito Santo, Brazil.

Alexandro Braga Vieira holds a doctoral and post-doctoral degree in education from the Federal University of Espírito Santo. He is an adjunct professor at Education Center at UFES, Brazil. He is also the coordinator of the Professional Master’s Graduate Program in Education and professor of the Graduate Program in Education at UFES, Brazil.