Educação do campo e licenciatura em matemática: aproximações e distanciamentos

Abstract

This research aims to know possible future teachers of rural schools, students of Degree in Mathematics, seeking to understand what brings them closer and what distances them from working in these schools. We sought, then, to look at a specific course and analyze what undergraduates say about their training to work in rural schools, dealing with the importance of the initial teacher training course, in order to problematize the sufficiency and insufficiencies of this training itinerary about the training of these teachers to work in Rural Education. For this, a virtual conversation was held with three graduates of Degree in Mathematics, at the Universidade Tecnológica Federal do Paraná, campus Cornélio Procópio, who attended the curricular component of Teaching Practice D. We realized that, in this course, there is a distancing from the performance in rural schools, as there is only one subject offered in the course, and only in the last semester, which deals directly with Rural Education. Some activities developed in the course, such as supervised internship and research on the Final Paper, promoted an approach to Rural Education. The experiences that the research participants reported, as Basic Education students, undergraduates or graduates of Degree in Mathematics, reinforce problems already described in the literature dealing with Rural Education, such as the high turnover of teachers, the difficulties in accessing schools, infrastructure problems and others.