Um olhar sobre a educação do campo em Cachoeira dos Índios – PB

Abstract

This study, focusing on rural education in Cachoeira dos Índios/PB, aims to understand the challenges, adaptations, and pedagogical strategies employed by teachers working in rural education in the municipality of Cachoeira dos Índios/PB, to achieve contextualized teaching and learning. The research addresses the following question: How do inclusive and contextualized didactic processes occur for rural education students, considering the particularities and challenges of this context in Cachoeira dos Índios/PB? Thus, the general objective was to analyze the didactic processes of rural education in a school in Cachoeira dos Índios/PB. The specific objectives were: to verify whether the didactic processes are adapted to meet the needs and realities of rural students; to evaluate the challenges faced by educators and students in implementing these processes; and to investigate the results and impacts of these processes on student learning and development. This study is grounded in the works of Paulo Freire (1987), Demerval Saviani (1994), Jean-Claude (1993), and other authors, providing a deeper understanding of the didactic processes in rural education. The research is qualitative, descriptive, and field-based, utilizing semi-structured interviews with nine questions to collect data from three teachers working in a rural school in Cachoeira dos Índios/PB. The analysis reveals how educators face challenges such as limited access to resources, multi-grade classrooms, and climatic issues, while promoting contextualized and inclusive education. This study contributes to understanding the challenges and opportunities in rural education, highlighting the importance of contextualized pedagogical approaches that address the specific needs of rural communities.