Representações sociais de professores (as) sobre estudantes que moram no campo: um estudo a partir da Escola Estadual Padre José Epifânio Gonçalves

Abstract

The present study sought to investigate teachers' representations of students who live in the countryside, in a public school in Minas Gerais, the Escola Estadual Padre José Epifânio Gonçalves (EEPJEG), based on questions about the relationship that teachers establish with these students. Thus, we seek to identify the ways of thinking, feeling and acting of teachers about students who live in the countryside; analyze the teachers' statements in relation to their own recognition as educators of students who live in the countryside and as belonging to an institution that has, in its reality, a peasant and mining context with the collapse of the Fundão Dam (RBF); understand the challenges that teachers experience in representing students as subjects of rights. The research included teachers as subjects, some with approximately 20 years of work at this institution and others with less. As an object, students who live in the countryside, but study in an urban school. We use as a reference, based on studies by GERES (Study Group on Social Representations) of the Faculty of Education (FaE) of the Federal University of Minas Gerais (UFMG), the Social Representations in Movement (RSM), constructed from a perspective within the Moscovici's Theory of Social Representations. From the Social Representations in Movement (RSM), we sought to understand the feelings of educators about the construction of their identities as belonging to a Country School and the Countryside Education Matrix with the conceptions, main legislation and discussions that guide the Rural Education, with the school as a space of rights. In the methodological path, a qualitative approach was adopted, using a semi-structured questionnaire and narrative interviews. The sample group was composed of EEPJEG teachers, analyzing 18 questionnaires that served to outline the profile and 05 narrative interviews with teachers who work in different shifts, with different ages and backgrounds and who work with students who live in the countryside, aiming to provide greater interaction and dialogue between researcher and researched. We sought to carry out a specific study on the school and its history and on the presence of rural students who study at this institution. Data was crossed from the collected material and, based on the results, a booklet was created with information about the presence of rural students at EEPJEG, with the observations and analyzes carried out during the research. The purpose is for it to be an instrument to be used in teacher training aiming to include the theme of Rural Education and Being a Rural School in the school's PPP.