The formation of the rural teacher in Minas Gerais: cases and neglicence

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Title The formation of the rural teacher in Minas Gerais: cases and neglicence
La formación del profesor rural en Minas Gerais: casos y negligencias
The formation of the rural teacher in Minas Gerais: cases and neglicence
The formation of the rural teacher in Minas Gerais: cases and neglicence
A formação do professor rural em Minas Gerais: casos e (des)casos
 
Creator Silva, Roberta Aparecida da
Souza, Rita de Cássia de
 
Description ABSTRACT. The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers. As a methodological procedure, we used the bibliographic research on the topic. The article discusses the weaknesses in relation to the public policies directed to the farmer and the “interest” to invest in the rural education.  On behalf of the speech to reverse the “backwardness” of agriculture, to lay the man in the countryside, to reduce the existing illiteracy, as well as modernizing the country, was created specific institutions for teacher’s training in some Brazilian states and among them Minas Gerais. As result, has become very clear that the concern with Rural Education in Minas Gerais became evident after 1950, time from which began to be observed the need to train rural teachers, provided with specific knowledge and contextualized to be able to develop a process of civilization of the rural environment. It can be assumed, through observation that Brazilian public policies have presented fragility regarding to Rural Education, developing slowly, disconnected and delayed in relation to urban educational initiatives.
RESUMEN. El presente artículo posee como objetivo principal hacer una contextualización histórica en cuanto a la formación de los profesores primarios en Brasil y en el Estado de Minas Gerais, con énfasis en el profesor rural y en la escuela rural. Como procedimiento metodológico, utilizamos la investigación bibliográfica referente al tema. El artículo discurre sobre las fragilidades en cuanto a las políticas públicas inherentes al hombre del campo y el “interés” en invertir en la educación rural. En nombre del discurso de reverter el “atraso” de la agricultura, de fijar al hombre rural en el campo, de disminuir el analfabetismo existente, bien como modernizar el país, fueron creadas instituciones específicas para la formación de profesores rurales en algunos Estados brasileños y, entre ellos, Minas Gerais. Como los resultados, se evidenció que la preocupación con la Educación Rural en Minas Gerais se hizo evidente después de 1950, en el momento a partir del cual comenzó a observarse la necesidad de formar a los profesores rurales, provistos de conocimientos específicos y contextualizados para poder desarrollar Un proceso de civilización del ambiente rural. Es posible concluir, mediante observación, que las políticas públicas brasileñas presentaron y presentan fragilidades en relación a la Educación Rural, desarrollándose de forma lenta, desconexa y tardía en relación a las iniciativas educativas urbanas.
ABSTRACT. The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers. As a methodological procedure, we used the bibliographic research on the topic. The article discusses the weaknesses in relation to the public policies directed to the farmer and the “interest” to invest in the rural education.  On behalf of the speech to reverse the “backwardness” of agriculture, to lay the man in the countryside, to reduce the existing illiteracy, as well as modernizing the country, was created specific institutions for teacher’s training in some Brazilian states and among them Minas Gerais. As result, has become very clear that the concern with Rural Education in Minas Gerais became evident after 1950, time from which began to be observed the need to train rural teachers, provided with specific knowledge and contextualized to be able to develop a process of civilization of the rural environment. It can be assumed, through observation that Brazilian public policies have presented fragility regarding to Rural Education, developing slowly, disconnected and delayed in relation to urban educational initiatives.
ABSTRACT. The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers. As a methodological procedure, we used the bibliographic research on the topic. The article discusses the weaknesses in relation to the public policies directed to the farmer and the “interest” to invest in the rural education.  On behalf of the speech to reverse the “backwardness” of agriculture, to lay the man in the countryside, to reduce the existing illiteracy, as well as modernizing the country, was created specific institutions for teacher’s training in some Brazilian states and among them Minas Gerais. As result, has become very clear that the concern with Rural Education in Minas Gerais became evident after 1950, time from which began to be observed the need to train rural teachers, provided with specific knowledge and contextualized to be able to develop a process of civilization of the rural environment. It can be assumed, through observation that Brazilian public policies have presented fragility regarding to Rural Education, developing slowly, disconnected and delayed in relation to urban educational initiatives.
O presente artigo tem como objetivo principal fazer uma contextualização histórica em relação à formação dos professores primários no Brasil e no Estado de Minas Gerais, com ênfase no professor rural e na escola rural. Como procedimento metodológico, utilizamos a pesquisa bibliográfica referente ao tema. O artigo discute as fragilidades em relação às políticas públicas voltadas para o homem do campo e o “interesse” de se investir na Educação Rural. Em nome do discurso de reverter o “atraso” da agricultura, de fixar o homem rural no campo, de diminuir o analfabetismo existente, bem como modernizar o país, foram criadas instituições específicas para a formação de professores rurais em alguns Estados brasileiros, e, entre eles, Minas Gerais. Como resultados, evidenciou-se que a preocupação com a Educação Rural em Minas Gerais tornou-se evidente após 1950, momento a partir do qual começou a se observada a necessidade de se formar os professores rurais, providos de conhecimento específicos e contextualizados para poderem desenvolver um processo de civilização do ambiente rural. É possível concluir, mediante observação, que as políticas públicas brasileiras apresentaram e apresentam fragilidades em relação à Educação Rural, desenvolvendo-se de forma lenta, desconexa e tardia em relação às iniciativas educacionais urbanas.
Palavras chave: Educação Rural, Formação de Professores Rurais, Políticas Públicas, Minas Gerais.
 
The formation of the rural teacher in Minas Gerais: cases and neglicence
ABSTRACT. The present article has as an objective to make a historical contextualization in relation to the teacher’s formation of the Primary school teachers in Brazil and in the state of Minas Gerais, with emphasis on the rural and school teachers. As a methodological procedure, we used the bibliographic research on the topic. The article discusses the weaknesses in relation to the public policies directed to the farmer and the “interest” to invest in the rural education.  On behalf of the speech to reverse the “backwardness” of agriculture, to lay the man in the countryside, to reduce the existing illiteracy, as well as modernizing the country, was created specific institutions for teacher’s training in some Brazilian states and among them Minas Gerais. As result, has become very clear that the concern with Rural Education in Minas Gerais became evident after 1950, time from which began to be observed the need to train rural teachers, provided with specific knowledge and contextualized to be able to develop a process of civilization of the rural environment. It can be assumed, through observation that Brazilian public policies have presented fragility regarding to Rural Education, developing slowly, disconnected and delayed in relation to urban educational initiatives.
Keywords:  Rural Education, Rural Teacher’s Formation, public policies, Minas Gerais.
 
La formación del profesor rural en Minas Gerais: casos y negligencias
RESUMEN. El presente artículo posee como objetivo principal hacer una contextualización histórica en cuanto a la formación de los profesores primarios en Brasil y en el Estado de Minas Gerais, con énfasis en el profesor rural y en la escuela rural. Como procedimiento metodológico, utilizamos la investigación bibliográfica referente al tema. El artículo discurre sobre las fragilidades en cuanto a las políticas públicas inherentes al hombre del campo y el “interés” en invertir en la educación rural. En nombre del discurso de reverter el “atraso” de la agricultura, de fijar al hombre rural en el campo, de disminuir el analfabetismo existente, bien como modernizar el país, fueron creadas instituciones específicas para la formación de profesores rurales en algunos Estados brasileños y, entre ellos, Minas Gerais. Como los resultados, se evidenció que la preocupación con la Educación Rural en Minas Gerais se hizo evidente después de 1950, en el momento a partir del cual comenzó a observarse la necesidad de formar a los profesores rurales, provistos de conocimientos específicos y contextualizados para poder desarrollar Un proceso de civilización del ambiente rural. Es posible concluir, mediante observación, que las políticas públicas brasileñas presentaron y presentan fragilidades en relación a la Educación Rural, desarrollándose de forma lenta, desconexa y tardía en relación a las iniciativas educativas urbanas.
Palabras-clave: Educación Rural, Formación de Profesores Rurales, Políticas Públicas, Minas Gerais.
 
Publisher Universidade Federal do Tocantins
 
Date 2018-06-23
 
Type info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
"Avaliado pelos pares"
 
Format application/pdf
text/html
 
Identifier https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5550
10.20873/uft.2525-4863.2018v3n2p473-2
 
Source Brazilian Journal of Rural Education; Bd. 3 Nr. 2 (2018): Mai./Ago.; 473-495
Brazilian Journal of Rural Education; Vol 3 No 2 (2018): Mai./Ago.; 473-495
Revista Brasileña de Educación Rural; Vol. 3 Núm. 2 (2018): Mai./Ago.; 473-495
Brazilian Journal of Rural Education; Vol. 3 No 2 (2018): Mai./Ago.; 473-495
Revista Brasileira de Educação do Campo; v. 3 n. 2 (2018): Mai./Ago.; 473-495
2525-4863
 
Language por
 
Relation https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5550/13289
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5550/13290
 
Rights Copyright (c) 2018 Revista Brasileira de Educação do Campo
https://creativecommons.org/licenses/by/4.0
 

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