CONFIGURATION OF PEDAGOGICAL PRACTICES AMONG RURAL ELEMENTARY SCHOOL TEACHERS

Authors

DOI:

https://doi.org/10.14210/contrapontos.v22n2.p47-65

Abstract

Rural education provides education for people who live far away from urban areas, for which the government has designed and implemented various strategies that make this educational dynamic possible. However, today, rural education it considered poor and lacking in quality, due to the conditions and characteristics of the way in which it is provided. The article presents some situations experienced by three novice teachers in their first three years of work in the rural sector, and their processes of adapting to these contexts and communities, highlighting some shortcomings and significant gaps that are occurring in educational practice. Through the methodology of discursive textual analysis, this work also discusses how the teaching experience in rural areas configures the teaching practices of teachers working in different conditions, and offers a perspective of teaching work in rural education.

Author Biographies

Albeiro Rodríguez Acevedo, Universidad La Salle - Bogotá

Estudiante doctoral en Programa de Pós-grado em Educación y Sociedad

Vera Lucia Felicetti

Licenciatura em Matemática, Especialização em Metodologia do Ensino da Matemática, Mestrado em Educação em Ciências e Matemática, Doutorado em Educação na PUCRS/UTexas, Austin/EUA. Professora do Mestrado em Educação do UNILASALLE.

Downloads

Published

2022-12-13

Issue

Vol. 22 No. 2 (2022): Demanda Contínua

Section

Articles

License

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Upon acceptance of an article, the author gives full rights of the work to Contrapontos., but retains the authorship. The published work is considered collaboration. Thus, its author will not get paid nor will s/he be charged by Contrapontos. The responsibility of the article solely goes to the authors. Citations and transcriptions are allowed by mentioning the sources.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.