TECENDO UMA REDE DE NARRATIVAS: PRÁTICAS CURRICULARES E ARTEFATOS CULTURAIS MOBILIZANDO MEMÓRIAS COLETIVAS

Abstract

This paper seeks to take a look at the training of rural teachers in Brazil, presenting the potential of narratives as artifacts and curricular practices of teaching work, from a Supervised Internship experience in a Rural Education Degree course. In this experience, academics from the last year of formation sought, from artifacts, to involve high school students, the school community and the local community in a process of dialogue of knowledge and experiences, producing individual and collective narratives, aiming to work on elements of identity. place of the subjects and thus, to select the scientific contents to be worked during the conducting of classes. Emphasizing the leading role of social movements in the struggle for rural education and for a new conception of training and schools in rural areas, the text highlights the role of Rural Education Degrees in training educators capable of fighting for a just society. and egalitarian, critically positioning itself on the socio-environmental crisis and the globalized hegemonic model of development, acting in a pedagogical way in rural communities and exercising interdisciplinary teaching. Narratives of high school students in different moments of sharing experiences and narratives produced from the reports of trainee academics, who analyze and comment on the teaching internship process, compose this text and provide the basis for reflections on the potentiality of narratives in the resignification of students. teaching work in the classroom.