In this text, we present the repercussions of continuing education: Escola da Terra, developed by the Center for Studies and Research in Rural Education of the Faculty of Education of the Federal University of Minas Gerais, FAE-UFMG, in partnership with the State Department of Education of Minas Gerais Gerais, Municipal Education Departments and the Ministry of Education (MEC). The program has already carried out four offers between 2015 and 2021. Such training is based on principles of Rural Education: considering the school as a right, alternating training as a pedagogical condition and the protagonism of subjects as central. Anchored in these principles, the training process is built, considering the educational needs of the territories, articulating them to specific methodological procedures, questioning them about the school and its subjects, in order to understand them in order to act and transform the practice. The results of the training course of the four offers of the program in Minas Gerais were achieved, both at the individual quantitative level, with more than five hundred Pedagogical Action Plans (PAPs), and at the collective level, considering changes in schools in different municipalities in the State of Minas Gerais.
Este texto descreve parte dos processos de uma pesquisa de doutorado em Educação desenvolvida na Universidade Federal de Minas Gerais. Considerando a Pedagogia da Alternância um instrumento histórico nas lutas das populações camponesas no Peru e no Brasil pelo direito à educação, torna-se relevante discutir as relações que se estabelecem em um contexto educacional contra hegemônico que se compromete com as questões do universo camponês e pressiona os professores a se posicionarem. Dessa forma, os referenciais teóricos foram estudados à luz das Representações Sociais em Movimento que colocam em diálogo realidades educacionais camponesas distintas, mas semelhantes em termos sócio/históricos. O texto apresenta reflexões sobre o processo de movimentação das representações sociais sobre campo de professores que atuam em contextos geradores de mudança.
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