Reflections about teaching practices in rural education in the municipality of Japeri - Rio de Janeiro

Abstract

Abstract: Teacher training and pedagogical practices are the main factors in teaching-learning process. When it comes to rural education, the need for continuing education for these teachers become essential. In this context, the this article seeks to present a reflection on the conception of teachers from a rural school in the municipality of Japeri/RJ about continuing education and the teaching practices resulting from this education. Thus, the work was characterized in a qualitative research due to its specificities, also documentary for making use of references published by written and electronic means and, to collect the data, the Field research, where it was carried out semi-structured interviwes with the subjects involved. The result showed that the teacher who has the most academic education, seeks continuing education and can see the reality of the field and seeks to understand local issues, in a pedagogical proposal that articulates Knowledge and transcends the classroom. The teacher with a secondery education does not seek continuing education and is not involved with the context experienced by the school. Its pedagogical practice reproduces the planning of the Department of Education without articulation with the reality of the Field. Thus, based on these different teaching practices in the same context, the importance of continuing education for rural teachers in their pedagogical practices is enphasized.     

Key-words: Teaching practices, Field education, continuing education.