Profissão docente e ruralidades contemporâneas

This article aims at understanding how the teaching job in rural areas has been re-configured in face of the new rural issues and how rural teachers have been addressing differences in their classrooms. The theoretical background is based on the discussions proposed by Moreira (2005), Carneiro (1998, 2012), Rios (2011, 2015), Pineau (2014) and Silva (2011). This is a qualitative research in which narratives on education were the focus of investigation. The research tools used were narrative interviews with three female teachers and one male teacher who live and teach in rural environments, in elementary schools belonging to the public education system. The results gave us a better understanding of how meanings are built and re-built from the new rural issues and their relation with education. The conclusion is that there is need for the creation of spaces of discussion and teachers’ education emphasizing issues regarding identities and differences. Keywords: Teaching. Rural Issues. Differences. (Auto) biographical Research

Art · Narrative · Narrative inquiry · Pedagogy · Political science · Qualitative research · Rural area · Social science · Sociology · Computer Science · Education in Rural Contexts · Rural and Ethnic Education · Rural Development and Agriculture

• La renaissance rurale

  Bernard Kayser•La renaissance rurale•1990

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• Destinos da ruralidade no processso de globalização

  Open Access•José Eli Da Veiga•Estudos Avançados•2004

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