The school community relations under the conception of teachers who work with Countryside Education

Abstract

The focus on Countryside Education is due to the intense actions of discussion and implementation of educational actions in this differentiated space that features varied teaching and learning potentialities. In this article, the comprehension faces the perceptions of the school community relations from the practices and knowledge of education in the countryside among teachers who work at Intermediate Education schools in the South Western region of Paraná. The research empirical materials were collected by means of semi-structured interviews developed together with teachers from schools in the field that were transcribed and analyzed through Discursive Textual Analysis. The results made it possible to organize categories that indicate the existence of difficulties in the elaboration of the planning for some teachers and effective community participation, as well as limited understanding about the location and curriculum organization. Despite the difficulties, there have been attempts, such as the organization of fairs and visits to rural properties, in addition to the comprehension of how necessary it is to develop students' daily lives issues to allow for meaningful approaches of the contents. Also, from the analyses, a greater concern emerges involving those teachers, the school and the community, which is education in the countryside with strong traces of Rural Education.

Keywords

• Teaching and Learning in Countryside
• Daily
• Teaching Training