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Title: FIELD EDUCATION: THE EVALUATION OF PUBLIC POLICIES AND PROGRAMS IN RELATION TO THE SUBJECTS OF ELEMENTARY SCHOOL, EARLY YEARS, AT CHICÓ MARIA MUNICIPAL SCHOOL – BOA SAÚDE/RN

Title: EDUCAÇÃO DO CAMPO: A AVALIACÇÃO DE POLÍTICAS E PROGRAMAS PÚBLICOS FRENTE AOS SUJEITOS DO ENSINO FUNDAMENTAL, ANOS INICIAIS, DA ESCOLA MUNICIPAL CHICÓ MARIA – BOA SAÚDE/RN

Author(s): Barbosa dos Santos, Josiel

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Advisor: Tarciana Cunha Silva Martins, Marcela, PhD

Advisor CV

Date of document: December, 12-2022

Abstract:

The process through which education in the countryside and in the countryside has been going through, in view of the knowledge and actions of the subjects involved, within the perspectives of public policies to assist rural people and the laws that support them; that the need arose to work on the concept of Education, Teaching and Extension of field knowledge. Aimed at analyzing rural education, evaluating public policies and programs in relation to subjects and teaching strategies in elementary school in the early years, at Chicó Maria Municipal School - Boa Saúde/RN. The methodology adopted was documentary, exploratory research, with a qualitative and quantitative approach via questionnaire and visits in the research fields. The object of focus was the Chicó Maria Municipal School, located in the rural district of Córrego de São Mateus, in the interior city of Boa Saúde/RN; with 09 (nine) classes from the early years of elementary school, with 9 (nine) teachers and 197 students. For data collection, the research was separated into 04 (four) stages, which meet all the research objectives, from understanding the laws, teachers' knowledge on the subject, teacher training to school intervention. As for the results, the importance of understanding the laws that guide and validate Rural Education was seen. Based on the questionnaire, we can see a certain homogeneity in the characteristics of the teachers, as well as the lack of knowledge or denial on the part of the teachers on the subject, even though they belong to the field and have already been trained for it. The workshop was productive and instructive, generating good lesson plans and an understanding of working with field knowledge. The plans were successfully fulfilled, both in the classroom and in field activities, thus leveraging interest, curiosity and encouragement on the part of teachers and students as well, as they noticed the immense field of study next to the school, and to validate the ingrained knowledge of students. After the production of popular and scientific knowledge by students in the classroom and technical visits, works were produced throughout the process, through the making of various materials, works that were displayed on a mural at the school in both shifts, as the culmination of the intervention and project, where they were appreciated by parents and community members. And most importantly, based on the knowledge and practices of how to work with education in the countryside and in the countryside, they can improve public policies, within a dialectic of teaching and learning, so that there is education, awareness, literacy for the literacy, culture of learning to learn. And that the rural schools remain alive as part of the lives of these peoples and their descendants.

Keywords: Rural Education. Public policy. Teaching-Learning.

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