Estratégias pedagógicas e desafio de contextualização do ensino na escola situada no meio rural

Abstract

This research aimed to analyze, within the context of a school located in a rural area, how teachers deal with the challenges of contextualizing the teaching-learning process, considering the pedagogical strategies they employ, the normative legal frameworks, and the guidelines of Rural Education policy. The study is based on a qualitative approach, with an exploratory character, and adopted as methodological procedures the conduction of interviews with teachers and observations in a public school of the municipal network of Teresina-PI, located in the Cerâmica Cil neighborhood. Data analysis was grounded in the theoretical contributions of Caldart (2004), Martins (2004), Arroyo, Caldart, and Molina (2008), Reis (2009), Medeiros and Aguiar (2018), as well as the Operational Guidelines for Basic Education in Rural Schools (2002; 2008), among others. The results indicate that, although teachers adopt different methodological strategies, such as reading circles, games, posters, and the use of audiovisual resources, they still face challenges in effectively contextualizing teaching to the reality of rural students. Many teachers report adapting their practices empirically, based on student's reading levels. It was found, therefore, that there is a gap between the principles of Rural Education policy and the pedagogical practices effectively developed in rural classrooms concerning the contextualization of teaching.