Formação continuada de professores na educação do campo

Abstract

This research is part of the continuing education of teachers working in rural education, taking into account the cultural, social, and structural specificities of rural communities. Its objective is to understand the training needs of these professionals; to analyze teacher education policies within the scope of rural education; and to identify the challenges faced by teachers in the rural context. The research adopts a qualitative approach, using bibliographical review and the application of questionnaires to teachers from municipal schools in Corrente-PI as methodological procedures. The study provides a historical context of the exclusion of rural populations from Brazilian educational policies, highlighting the advances and limitations of teacher education initiatives aimed at rural areas. It emphasizes the importance of continuing education as an ongoing and contextualized process, capable of promoting pedagogical practices committed to the local reality. The results indicate that teachers recognize the precarious conditions of rural schools and the need for training that integrates theory and practice. Furthermore, the study highlights the relevance of strengthening public policies, valuing local knowledge, and developing strategies that engage the school community. It concludes that teacher education in rural areas must be aligned with a critical and transformative pedagogical approach, capable of contributing to overcoming historical inequalities and ensuring quality education for rural populations.