Ciências da Natureza e Educação do Campo: reflexões formativas no âmbito do Programa “Escola da terra” da Amazônia Paraense

ABSTRACT. This paper presents a reflection about continuing and permanent training, which is structured from the Escola da Terra Program and is developed in the experience of the Amazon region of Pará with field teachers who work in multigrade schools. The methodology was anchored in bibliographic studies. It sought to dialogue about Natural Science as an area of knowledge and discussed science and scientific knowledge in dialogue with the references of Rural Education. The field research focused on the participant observations and records collected during training cycles in the alternating Natural Science carried out at Tempo Universidade together with field teachers in 2018. The results indicate that the formations of the Escola da Terra Program have problematized the reality of multigrade schools with the local public authorities. In addition, they provoked and challenged the work of teachers towards a perspective of pedagogy of transgression, in which there is a critical rethinking of their praxis in tune with the principles of rural education.ABSTRACT. This paper presents a reflection about continuing and permanent training, which is structured from the Escola da Terra Program and is developed in the experience of the Amazon region of Pará with field teachers who work in multigrade schools. The methodology was anchored in bibliographic studies. It sought to dialogue about Natural Science as an area of knowledge and discussed science and scientific knowledge in dialogue with the references of Rural Education. The field research focused on the participant observations and records collected during training cycles in the alternating Natural Science carried out at Tempo Universidade together with field teachers in 2018. The results indicate that the formations of the Escola da Terra Program have problematized the reality of multigrade schools with the local public authorities. In addition, they provoked and challenged the work of teachers towards a perspective of pedagogy of transgression, in which there is a critical rethinking of their praxis in tune with the principles of rural education.RESUMEN. Este artículo busca reflexionar sobre la formación continuada y permanentemente estructurada, a partir del Programa Escola da Terra, desarrollado en base a la experiencia de la Amazonia (en el estado de Pará, Brasil), con profesores del campo que actúan en escuelas multigrado. La metodología se fundamentó en estudios bibliográficos con la intensión de dialogar teóricamente sobre la Ciencia de la Naturaleza como área de conocimiento, así como también, discutir sobre ciencia y conocimiento científico en interlocución con los referenciales de la Educación del Campo. La investigación en terreno se basó en observaciones participantes y en registros obtenidos en medio a los ciclos de formación en alternancia del área de la Ciencia de la Naturaleza, concretizadas en el Tiempo Universidad junto a los profesores del campo en el año de 2018. Los resultados apuntan a que las formaciones del Programa Escola da Terra han problematizado la realidad de las escuelas multigrado junto al poder público local, además de estimular y desafiar el trabajo de los profesores hacia una perspectiva de pedagogía de transgresión, donde hay un repensar crítico sobre su praxis, sintonizada a los principios de la educación del campo.ABSTRACT. This paper presents a reflection about continuing and permanent training, which is structured from the Escola da Terra Program and is developed in the experience of the Amazon region of Pará with field teachers who work in multigrade schools. The methodology was anchored in bibliographic studies. It sought to dialogue about Natural Science as an area of knowledge and discussed science and scientific knowledge in dialogue with the references of Rural Education. The field research focused on the participant observations and records collected during training cycles in the alternating Natural Science carried out at Tempo Universidade together with field teachers in 2018. The results indicate that the formations of the Escola da Terra Program have problematized the reality of multigrade schools with the local public authorities. In addition, they provoked and challenged the work of teachers towards a perspective of pedagogy of transgression, in which there is a critical rethinking of their praxis in tune with the principles of rural education.Este artigo objetiva refletir sobre a formação continuada e permanente estruturada, a partir do Programa Escola da Terra, e desenvolvido na experiência da Amazônia paraense com professores do campo que atuam em escolas multisseriadas. A metodologia ancorou-se em estudos bibliográficos na intenção de dialogar teoricamente acerca da Ciência da Natureza como área de conhecimento, bem como discutir sobre ciência e conhecimento científico na interlocução com os referenciais da Educação do Campo. A pesquisa de campo debruçou-se nas observações participantes e nos registros coletados em meio aos ciclos da formação em alternância da área de Ciência da Natureza, concretizadas no Tempo Universidade juntos aos professores do campo no ano de 2018. Os resultados apontam que as formações do Programa Escola da Terra têm problematizado a realidade das escolas multisseriadas junto ao poder público local, além de provocar e desafiar o trabalho dos professores para uma perspectiva da pedagogia da transgressão, em que há um repensar crítico sobre sua práxis sintonizada aos princípios da educação do campo. Palavras-chave: áreas de conhecimentos, interdisciplinaridade, formação continuada.   Natural Sciences and Rural Education: reflections within the scope of the “Escola da Terra” Program ABSTRACT. This paper presents a reflection about continuing and permanent training, which is structured from the Escola da Terra Program and is developed in the experience of the Amazon region of Pará with field teachers who work in multigrade schools. The methodology was anchored in bibliographic studies. It sought to dialogue about Natural Science as an area of knowledge and discussed science and scientific knowledge in dialogue with the references of Rural Education. The field research focused on the participant observations and records collected during training cycles in the alternating Natural Science carried out at Tempo Universidade together with field teachers in 2018. The results indicate that the formations of the Escola da Terra Program have problematized the reality of multigrade schools with the local public authorities. In addition, they provoked and challenged the work of teachers towards a perspective of pedagogy of transgression, in which there is a critical rethinking of their praxis in tune with the principles of rural education. Keywords: fields of knowledge, interdisciplinarity, continuing education.   Ciencias de la Naturaleza y Educación del Campo: reflexiones en el ámbito del Programa “Escola da Terra” RESUMEN. Este artículo busca reflexionar sobre la formación continuada y permanentemente estructurada, a partir del Programa Escola da Terra, desarrollado en base a la experiencia de la Amazonia (en el estado de Pará, Brasil), con profesores del campo que actúan en escuelas multigrado. La metodología se fundamentó en estudios bibliográficos con la intensión de dialogar teóricamente sobre la Ciencia de la Naturaleza como área de conocimiento, así como también, discutir sobre ciencia y conocimiento científico en interlocución con los referenciales de la Educación del Campo. La investigación en terreno se basó en observaciones participantes y en registros obtenidos en medio a los ciclos de formación en alternancia del área de la Ciencia de la Naturaleza, concretizadas en el Tiempo Universidad junto a los profesores del campo en el año de 2018. Los resultados apuntan a que las formaciones del Programa Escola da Terra han problematizado la realidad de las escuelas multigrado junto al poder público local, además de estimular y desafiar el trabajo de los profesores hacia una perspectiva de pedagogía de transgresión, donde hay un repensar crítico sobre su praxis, sintonizada a los principios de la educación del campo. Palabras clave: áreas de conocimientos, interdisciplinariedad, formación continuada