TEACHING WORK AND QUALITY IN FIELD EDUCATION IN THE EARLY YEARS OF ELEMENTARY SHOOL IN THE MUNICIPAL NETWORK OF CÁCERES-MT
Rural education. Work and teacher training. Policies
This dissertation aimed to understand teaching work and quality in rural education in the initial years of elementary education in a rural school in the municipal network of Cáceres-MT. For this, a qualitative approach based on phenomenology was used, with the aim of capturing the essence of the phenomenon investigated. The techniques used to support the theoretical foundation were bibliographical research and documentary research, field research was also used, with the interview being the instrument used to obtain data, that is, the reports, voices and experiences of the rural school teachers. To understand these reports, the phenomenological and hermeneutic analysis proposed by Bicudo (1994, 2011) was essential, as it provides possibilities for interpreting and discovering the senses and meanings present in the participants' reports. These senses and meanings reveal that rural education still presents urban practices, a lack of specific policies and the devaluation of rural subjects, damaging the quality of teaching and the identity of rural people. The analysis points to the need for consolidated public policies and contextualized teacher training, valuing experiences and specificities of the field to guarantee quality education.