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.