Tornar-se professor do campo: representações sociais em movimento em uma licenciatura em educação do campo com habilitação em matemática

Abstract

In this work, we propose to understand the formative process of future Mathematics teachers in a class of degree course in Rural Education at the Federal University of Minas Gerais (UFMG). Initiatives over the decades have been implemented to guarantee the right to education for peasant peoples, such as the creation of Degrees concerned about meeting the educational demands of rural communities. These future teachers, upon entering these courses, bring with them ways of thinking, feeling and acting that are their own, in representations built along their paths, whether in Basic Education or acting in collectives and social movements in their communities. The formative processes of the course, however, produce movements in these representations, so that “becoming a teacher” in the context of Rural Education, by meeting the paths of other subjects, by the dynamics of the course, by the struggle for land and access and permanence in teacher training courses, gains new meanings and meanings. We had access to the memorials of nineteen graduates who joined the qualification in Mathematics of the Licentiate in Rural Education course, in 2016, and we talked in two rounds of conversation, dealing, among other matters, about their training process as an educator in the field. It seemed opportune to use as mediation the Theory of Social Representations in Movement in this study, bringing authors such as Serge Moscovici, Denise Jodelet, and Maria Isabel Antunes-Rocha to understand such movements. The data obtained led us to three areas of analysis: (I) becoming a teacher (of Mathematics) in the specifics of a Degree in Rural Education; (II) becoming a teacher (of Mathematics) in school relations; (III) becoming a teacher (of Mathematics) in relations with the Community. According to the results, we show how the specifics of the course, in particular the Pedagogy of Alternation and training by areas of knowledge, the school relationships that are established through internships, and the relationships with the community marked by the Graduation Final Projects, as well as the context of the struggle for land, started from the social movements and discussed throughout the course, generate changes in representations of becoming a rural teacher.