Territórios docentes: as significações sociais imaginárias no contexto de projetos de educação do campo

Abstract

This research enhanced the realization of a study with rural/countryside teachers , perspective in which Countryside Education, subject and object of this research, is strengthened. The methodological approach adopted for the development of this study was qualitative research drawn by Multi-case Studies, bringing the researcher close to the differences and pluralities of local daily lives, using as tool for information collection technique the narratives of lived (Silva 2012). The theoretical framework of this writing is based on studies of the Social Imagery, territories, Countryside Education and teacher training. This research has allowed the highlight of meanings attributed to the instated and instating social meanings in the contexts of Rural Education (in the case of Uruguay) and Countryside Education (in the case of Brazil), referring to the field of historical and social tensions experienced by socio-historical subjects that move such territories through a dynamic and ongoing process, sometimes mediated by heteronomy, sometimes by autonomy (CASTORIADIS, 1982). The alienation is presented materialized in social institutions to which individuals and things are connected and/or conditioned, and that most of the time tense social leadership and collective towards objectives and targets drawn up without listening to the involved actors. It is essentially necessary to listen to them for the practice of community autonomy by teachers and other modifying and transformative agents of the presented reality. When in autonomous processes pathways, it was noted that social actors feel free from the institutional ties and allowed to propose the new, to build and give fluency to the new practices, to propose something different. Even with individual life trajectories, different personal and professional perspectives, and distinct forms of community action, the identity of rural/countryside teachers, regardless of the respondents in Brazil or Uruguay reality, is identified with the field of intangible territories (FERNANDES, 2009), the world of ideas and knowledge. Both in Rural Education (Rural Pedagogy in Uruguay) as in Countryside Education (Alternation Pedagogy in Brazil), teachers legitimize in the area of pedagogical knowledge and possible practices from the material territory of the school, their work locus, understanding one as means and end of the other, because, as stated by Fernandes (2009), each territory is a totality inserted in the socio-historical context that moves and constantly modifies the subjects therein inserted.