Pedagogical Practices In Rural Areas: Approximations Between Rural Schools In Brazil And Rural Schools In Catalonia/Spain

Abstract

 This article deals with the investigation of pedagogical practices: approximations between rural schools in Brazil and rural schools in Catalonia/Spain. The objective tries to understand the articulation of pedagogical practices and teacher training as constitutive elements of public policies in rural areas. The study was carried out at higher education institutions, the University of Brasília (UnB), the Federal University of Minas Gerais (UFMG) and the University of Barcelona (UB). The discussion started from pedagogical practices and teacher training in both countries for the constitution of policies and on the role of educational movements and for this, semi-structured interviews were carried out with teachers from rural schools. The main conclusions reached is that there is some approximation with the formation of public policies, either for rural schools in Catalonia, or in the formation of public policies for teacher training in Brazil. Contributions that dialogue with the school organization, with the construction of pedagogical projects and on the initial and continuing education practices of teachers who work in these schools.