One of the great contributions of (new) Rural Education is the recognition of the need for knowledge and teaching skills forged in unique and singular experiences, both in their training process and in the daily activities of their activities as teachers. This article aims to reflect on the professional knowledge of teachers who work in rural schools, built, related and mobilized by teachers according to the demands and challenges arising from this educational reality. This is a field study, within a qualitative approach, carried out through the application of semi-structured interviews with four teachers who work in a rural school. We combine empirical research with the epistemological model of understanding and analysis for teachers' knowledge presented by Tardif (2011), translated into professional knowledge, disciplinary knowledge, curricular knowledge and experiential knowledge. The results of the research reveal that teachers value experiential knowledge, without disparaging professional knowledge, because, without specific training to work in the rural school, it is in their daily tasks that they experience concrete situations, from which it is necessary decide the strategies and actions in view of the situation presented.
A avaliação assume um poder transformador quando movida por procedimentos metodológicos participativos e diversificados, colocando em xeque o tratamento uniforme da avaliação. Para atender aos anseios por um registro de práticas exitosas de avaliação no ensino superior, buscamos responder ao seguinte questionamento: Qual o potencial da avaliação para produzir mudanças positivas em favor da aprendizagem na pós-graduação? O objetivo é difundir experiências formativas, vividas na sala de aula universitário que contribuíram com uma melhor aprendizagem discente no ensino das ciências sociais. A base metodológica utilizada foi a pesquisa interpretativa, pela qual nos utilizamos do registro diário das atividades e do relato escrito de dez discentes. Contatamos uma experiência exitosa de avaliação, orientada por uma proposta de reconfiguração da ação pedagógica balizada pela mediação entre teoria e prática na sua metodologia. Concluímos que no processo de ensino e aprendizagem, a avaliação define o caminho, as estratégias e as características dessa relação.
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