Course Degree in Rural Education: Principles formative the didactics by area of knowledge

Abstract

It analyzes the initial formation of teachers by area of knowledge in the Courses of Degree in Rural Education in the State of Paraná. It questions and argues that in this formation didactics assumes to train teachers to act by area of knowledge and not by specific subjects. It verifies elements of the field of Didactics, General and Specific and analyzes, the formative movement between them. Uses documentary analysis and bibliographic studies, in the production of the data. It selects the curricular matrices as analysis document and, defines theoretical categories the Rural Education, the field of Didactics, the formation of teachers. Considers that the courses analyzed near the proposed initial teacher training by area of knowledge and argues about the need for setting up of the triad, general didactics, specific didactics and teaching by area. Defines formative principles: the intrinsic relationship between being a teacher and educator, critical posture to school knowledge, collective, interdisciplinary planning and from the reality, full of vision in the teaching, transgression of qualifying and exclusive model in the evaluation and organization of pedagogical work. Defends the Didactics Field, since this one, studies the specificities of teaching and learning, its relation with the school knowledge and organization of the pedagogical work.

Keywords

• Specific Didactics and Didactics by Area of Knowledge. Course Degree in Rural Education
• Initial Teacher Training
• Triad General Didactics
• Specific Didactics and Didactics by Area of Knowledge
• Course Degree in Rural Education