Implementation of the Teaching Initiation Scholarship Program in rural and quilombolas schools in the state of Tocantins-Brazil

• Main Author: Suzeda Silva Sales
• Format: Article
• Language: English
• Published: Universidade Estadual de Alagoas 2020-10-01
• Series: Diversitas Journal
• Subjects: teacher training; degree in rural education; interdisciplinarity
• Online Access: https://periodicos.ifal.edu.br/diversitas_journal/article/view/1519

TheRural Education, thought from the different rural territories of the country, requires a way of understanding these spaces andthinking about them in a particular way and, at the same time, inserted in a broader social context. The State of Tocantins, Brazil, is an example of the complexity of the peoples that make up this country, being formed by urban, rural,indigenous, riverside populations and remnants of quilombos. This fact makes formal education challenging in its own educational institutions challenging. In this sense, the general objective of this case report is to present the experience in the Training of Teachers of the Institutional Program for Teaching Initiation Scholarships-Pibid, Nucleus of Degree in Rural Education -Languages, Visual Arts and Music, from the Federal University do Tocantins, Teacher Phd. Sérgio Jacintho Leonor campus, which seeks to train teachersfor the Quilombola Schools and School Education, between August 2018 and January 2020, for a total of 18 months. The Nucleus was composed of 3 rural schools, 2 of which are located in the remaining quilombo areas, 24 scholarship students, 6 volunteer students, 3 supervisors, one for each school served and one Area Coordinator. The participating schools, all located in the rural areas of the municipalities of Arraias and Paranã, were selected with the perspective of contributing tothe training of professionals with a view to Escola do Campo and its diverse potentials, aware that such schools have peculiarities and need to be considered from themselves. Methodologically, the Program used monthly plans, at the University and weekly, in therural schools, so that, based on the organization and options of actions and activities, the best practices were implemented for the procedural advancement of students' learning and preparation for Licensee teaching. These interventions were recorded in logbooks and portfolios, which served to reflect on the expected results and those obtained, allowing corrections and continuities throughout the process. The Program's experience showed that it is possible to create a constant collaborative bond between theUniversity and Basic Education schools in the training of undergraduate students, inserted, since the initial semesters of the Degree, in the multiple, dynamic and challenging context of future performance of these professionals, that is, Education and, preferably, Rural Education and Quilombola.