Representações sociais sobre o campo/rural na transição escola rural e urbana em Bocaiúva do Sul/PR

Abstract

Understanding thus defined as general objective to analyze the transition from rural / municipal schools for a state / urban school in South Bocaiúva and Social Representations of the countryside / rural by teachers and students. For the development of research, we used as the theoretical, authors and documents that discuss rural education and field of education, and social representations.Participated in the research, sixty-five (65) subjects, the following social groups; fifty-four (54) students of the 6th year, and eleven (11) teachers who work or have worked in the municipal education. They used different research tools such as questionnaires, interviews script and recall of words. The results show that there are serious difficulties in the transition process.Teachers indicate that they do not feel prepared to receive students from rural areas appropriately, and recognize the fragility of their training, with regard to content and documents that guide practices for the education field. Regarding students, we find that they live in twenty (20) different rural communities, and in general, for most students (57%), teachers do not address the subject field / rural. Consequently, there is urgency in the construction of debate and reflection leading to the restructuring of PPPs, both for the public schools, as for urban state schools, along the lines advocated by official documents and by social movements for Education Field, as a construction permanent and collective.