POSSIBILIDADES DE PRÁTICAS FORMATIVAS NA LICENCIATURA EM EDUCAÇÃO DO CAMPO NA PERSPECTIVA DA JUSTIÇA SOCIAL

Abstract

This article aims to problematize the potential for debate over the social and political issues in Licentiate courses in Rural Education (LE Field) from the perspective of Teacher Education for Social Justice (TESJ). We understand the TESJ, regarding cultural diversity and culturally sensitive practices, is quite similar to the proposals endorsed by Field Education, especially when considering the relevance of mobilizing peasant reality and culture in teacher training. Methodologically, the data construction has taken place in a discipline of the LE Field of the Federal University of Triângulo Mineiro, whose syllabus deals with functions, in the year 2016, in doctoral research. The classes videotaped their transcripts and analyzed them. The description, analysis, and dialog of the data related to the selected class episode provide us with relevant subsidies for the organization of training practices in the context of Teacher Education in Rural Education, in an inclusive perspective, for promoting the problematization of political-social themes, in particular, Human Intoxication, as the possibility of bringing even closer and integrating popular and academic knowledge and promoting inquiries about the current working conditions in which many peasant workers subjected and the usage and access to pesticides.

Keywords: Mathematics Education. Initial Teacher Education. Social-Political Issues. Questioning. Culturally Relevant Teaching. Inclusive Mathematics Education.