(Des)caminhos para o fortalecimento da licenciatura em educação do campo: olhares e vieses dos professores

Abstract

This research is linked to the Line of Research “Leitura, Educação e Ensino de Língua Materna e Ciências da Natureza” of the Post-Graduation Program in Education at the Federal University of Catalão. It is based on the need to broaden the debate on the maintenance of the Licentiate Degree in Rural Education (LEdoC) - Qualification in Natural Sciences in Brazil. Therefore, the research aims to answer the following question: what have been the challenges and achievements experienced by training teachers for the consolidation of the Licentiate Degree in Rural Education - Qualification in Natural Sciences at their University? The construction of the work was developed from the investigation in five Higher Education Institutions that offer LEdoC, being one institution from each geographic region of Brazil. For the construction of data, questionnaires were applied via the Google Forms application. Subsequently, the data were meticulously organized, analyzed, and discussed using the Discursive Analysis. The results were organized into the following categories: 1) Implementation Process of Degree Courses in Rural Education: challenges, achievements, and perspectives; 2) LEdoCs: teacher engagement with the principles and struggles of the course and 3) Degree Courses in Rural Education in Brazil: challenges for its consolidation. According to the results achieved, the challenges are presented as an interface of achievements, given that, during the period of offering the courses, the collective struggle between teachers, students and administrative management was strengthened. Regarding the challenges, the following aspects were listed: teacher professionalization; infrastructure; funds; student assistance; alternation and student dropout. As the challenges were consolidated, they became achievements. That is, we found that the challenges reported later were cited as collective and social achievements of the course. In this way, the research emphasizes the inclusive and diversifying role to which the course is guided, which makes us believe that the Licentiate Degree in Rural Education is the hope of guaranteeing the inclusion of rural people in Higher Education.