A escrita de educandas do campo sobre sentidos da prática pedagógica em escolas do campo

ABSTRACT. The objective of this article is to understand the different social voices (speeches) that permeate the representations of these women about the pedagogical practice in rural schools. The working hypothesis is that these representations show the relationship of the course proposal with other social spheres that potentiate or challenge the theoretical, methodological and political configuration of the course itself, if taken as an object of problematizations. For the analysis of excerpts extracted from the reports we base ourselves theoretically on the socio-historical perspective of language formulated by Bakhtin and his Circle, in addition to theoretical foundations produced in the field of studies of the Rural Education. As an analytical result, we identify a strong presence of discourses in the reports of learners in Internship situations: (i) for the pedagogical "how to" of educators in rural schools; (ii) for the conflictive relationship between scholarly knowledge and this discursive regularity leads us to conclude, tentatively, that the discourses of the subjects in formation produced in the alternation of formative times indicate the challenges and potentialities of an educational proposal open to the multiplicity of voices that are at the base of the course proposal itself.ABSTRACT. The objective of this article is to understand the different social voices (speeches) that permeate the representations of these women about the pedagogical practice in rural schools. The working hypothesis is that these representations show the relationship of the course proposal with other social spheres that potentiate or challenge the theoretical, methodological and political configuration of the course itself, if taken as an object of problematizations. For the analysis of excerpts extracted from the reports we base ourselves theoretically on the socio-historical perspective of language formulated by Bakhtin and his Circle, in addition to theoretical foundations produced in the field of studies of the Rural Education. As an analytical result, we identify a strong presence of discourses in the reports of learners in Internship situations: (i) for the pedagogical "how to" of educators in rural schools; (ii) for the conflictive relationship between scholarly knowledge and this discursive regularity leads us to conclude, tentatively, that the discourses of the subjects in formation produced in the alternation of formative times indicate the challenges and potentialities of an educational proposal open to the multiplicity of voices that are at the base of the course proposal itself.RESUMEN. El objetivo de este artículo es analizar, en Informes de Prácticas hecho por mujeres estudiantes de un curso en Licenciatura en Educación del Campo, distintas voces en el hacer pedagógico en escuelas campesinas. La hipótesis de trabajo es que las representaciones evidencian la relación de la propuesta del curso con otras esferas sociales que potencializan o desafían la configuración teórica, metodológica y política del propio curso, si se toman como objeto de estudio fragmentos extraídos de los informes de prácticas. Nos basamos teóricamente en la perspectiva sociointeracionista de Bakhtin y su círculo, además de estudios teóricos en la Educación Campesina. Como resultados, identificamos en los informes de prácticas una fuerte presencia de discursos que se vuelven: i) para el “cómo hacer” pedagógico de los educadores de las escuelas campesinas; ii) para la relación de conflicto entre los saberes de la institución escolar y los saberes vividos en el cotidiano de los sujetos del aprendizaje. Esa regularidad discursiva se nos lleva a la conclusión, provisional, de que los discursos de los sujetos en formación construidos en la alternancia de los tiempos formativos indican desafíos y potencialidades de una propuesta educativa abierta a la multiplicidad de voces que están en la base de la propia propuesta del curso.ABSTRACT. The objective of this article is to understand the different social voices (speeches) that permeate the representations of these women about the pedagogical practice in rural schools. The working hypothesis is that these representations show the relationship of the course proposal with other social spheres that potentiate or challenge the theoretical, methodological and political configuration of the course itself, if taken as an object of problematizations. For the analysis of excerpts extracted from the reports we base ourselves theoretically on the socio-historical perspective of language formulated by Bakhtin and his Circle, in addition to theoretical foundations produced in the field of studies of the Rural Education. As an analytical result, we identify a strong presence of discourses in the reports of learners in Internship situations: (i) for the pedagogical "how to" of educators in rural schools; (ii) for the conflictive relationship between scholarly knowledge and this discursive regularity leads us to conclude, tentatively, that the discourses of the subjects in formation produced in the alternation of formative times indicate the challenges and potentialities of an educational proposal open to the multiplicity of voices that are at the base of the course proposal itself.Este artigo tem por objetivo apreender, em relatórios de Estágio escritos por mulheres estudantes de um curso de Licenciatura em Educação do Campo, diferentes vozes sociais (discursos) que permeiam as representações dessas mulheres sobre o fazer pedagógico em escolas do campo. A hipótese de trabalho é que estas representações evidenciam a relação da proposta do curso com outras esferas sociais que potencializam ou desafiam a configuração teórica, metodológica e política do próprio curso, se tomadas como objeto de problematizações. Para a análise de excertos extraídos dos relatórios nos fundamentamos teoricamente na perspectiva sócio-histórica de linguagem formulada por Bakhtin e seu Círculo, além de fundamentos teóricos produzidos no domínio dos estudos da Educação do Campo. Como resultados analíticos, identificamos nos relatórios das educandas em situações de Estágio, uma forte presença de discursos que se voltam: i) para o "como fazer” pedagógico dos educadores das escolas do campo; ii) para a relação conflituosa entre os saberes escolarizados e os saberes do vivido no cotidiano dos sujeitos da aprendizagem. Essa regularidade discursiva presente nos relatórios das estudantes da licenciatura nos leva a concluir provisoriamente que os discursos dos sujeitos em formação produzidos na alternância dos tempos formativos indiciam desafios e potencialidades de uma proposta educativa aberta à multiplicidade de vozes presentes na própria proposta do curso. Palavras-chave: Amazônia, Mulheres, Formação, Educação do Campo.    Writing of peasants students on sense of pedagogical practice in rural schools       ABSTRACT. The objective of this article is to understand the different social voices (speeches) that permeate the representations of these women about the pedagogical practice in rural schools. The working hypothesis is that these representations show the relationship of the course proposal with other social spheres that potentiate or challenge the theoretical, methodological and political configuration of the course itself, if taken as an object of problematizations. For the analysis of excerpts extracted from the reports we base ourselves theoretically on the socio-historical perspective of language formulated by Bakhtin and his Circle, in addition to theoretical foundations produced in the field of studies of the Rural Education. As an analytical result, we identify a strong presence of discourses in the reports of learners in Internship situations: (i) for the pedagogical "how to" of educators in rural schools; (ii) for the conflictive relationship between scholarly knowledge and this discursive regularity leads us to conclude, tentatively, that the discourses of the subjects in formation produced in the alternation of formative times indicate the challenges and potentialities of an educational proposal open to the multiplicity of voices that are at the base of the course proposal itself. Keywords: Amazon, Women, Formation, Rural Education.   La escritura de las estudiantes del campo sobre los sentidos de la práctica pedagógica en las escuelas del campo   RESUMEN. El objetivo de este artículo es analizar, en Informes de Prácticas hecho por mujeres estudiantes de un curso en Licenciatura en Educación del Campo, distintas voces en el hacer pedagógico en escuelas campesinas. La hipótesis de trabajo es que las representaciones evidencian la relación de la propuesta del curso con otras esferas sociales que potencializan o desafían la configuración teórica, metodológica y política del propio curso, si se toman como objeto de estudio fragmentos extraídos de los informes de prácticas. Nos basamos teóricamente en la perspectiva sociointeracionista de Bakhtin y su círculo, además de estudios teóricos en la Educación Campesina. Como resultados, identificamos en los informes de prácticas una fuerte presencia de discursos que se vuelven: i) para el “cómo hacer” pedagógico de los educadores de las escuelas campesinas; ii) para la relación de conflicto entre los saberes de la institución escolar y los saberes vividos en el cotidiano de los sujetos del aprendizaje. Esa regularidad discursiva se nos lleva a la conclusión, provisional, de que los discursos de los sujetos en formación construidos en la alternancia de los tiempos formativos indican desafíos y potencialidades de una propuesta educativa abierta a la multiplicidad de voces que están en la base de la propia propuesta del curso. Palabras-clave: Amazonia, Mujeres, Formación, Educación campesina