Saberes de professoras de sucesso no ensino fundamental em território rural resiliente - norte de Minas Gerais

Abstract

This essay aimed to unveil the docent knowledge of successful teachers in a rural resilient territory, starting from pedagogical practice surveyed in an intentional sample of five female teachers of a public school of Grade Level Teaching, Northern of Minas Gerais, questing to identify and explain what kind of knowledge the referred teachers manage and produce in a rural social context. The works of formation and docent knowledge represented by studies and researches in urban context applied by Gauthier et al. (1998), Tardif (2002), and Borges (2004), and in a rural context, by Therrien (1991 - 1993), Calazans (1993), Rocha (1995 - 2004), Lima Filho (2005), and Beltrame & Zancanella (2008) founded the reflexive critical and methodological analyses. The methodology approached the study of the case using three instruments of data collection that sought the talks, the written reports and teachers actions which were systematized by analyses categories: the ethical, political and teaching knowledge. The outcome of this survey reassured that the female teachers are the producers of docent knowledge, nevertheless the empirical data collected in this survey widened the categorization initially researched, still specifying as ethical knowledge the ones related to the dimension of the developed values by the teachers together with the students, the families and the resilient rural community. The political knowledge constituted by the autonomy practice of the teachers to participate democratically in the council of class, in the collegiate and in the political pedagogical project. The teaching knowledge in constant relation with the cited ones signalized to the theoretical construction/production of a resilience pedagogy for the rural education. The observation of the teachers knowledge occurred within a diversified architecture of environments and experiences of learning shaped to model the students with multiple abilities and attitudes as learners. We have observed that at the same time the teachers promoted the students formation, they also achieved their own formation by developing the sharing production of knowledge and experience meaning the resilient rural context locus of this essay.