Educational practices and rural territories: Subjects and educational practices in the rural schools in the State of Bahia (Brazil)
Contenu de l'article principal
Vol. 15 No. 2 (2011): Globalización, nuevas ruralidades y escuelas, Monográfico, Pages 125-140
Reçu: Dec 18, 2015
Publié: Sep 1, 2011
Résumé
This paper is focused on rural education in the state of Bahia, Brazil. The rural areas have very
low educational indicators. As a result of historical processes of urbanization and industrial
development, the rural areas have been excluded of political, social and educational
modernization. This text looks at the understanding of complex relations amid people, educational
activities and local territories. This texts is focused on the subjects and pedagogical approaches
by teachers working in one-classroom schools in southern Recôncavo (Amargosa, Bahia).
Specifically the paper aims to identify and analyze teachers’ representations of rural schools on
space (the countryside and the school), the subjects (both teachers and pupils), and one-classroom
schools.
low educational indicators. As a result of historical processes of urbanization and industrial
development, the rural areas have been excluded of political, social and educational
modernization. This text looks at the understanding of complex relations amid people, educational
activities and local territories. This texts is focused on the subjects and pedagogical approaches
by teachers working in one-classroom schools in southern Recôncavo (Amargosa, Bahia).
Specifically the paper aims to identify and analyze teachers’ representations of rural schools on
space (the countryside and the school), the subjects (both teachers and pupils), and one-classroom
schools.
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Détails de l'article
Comment citer
Clementino de Souza, E., Souza dos Santos, F. J., & Teixeira de Pinho, A. S. (2011). Educational practices and rural territories: Subjects and educational practices in the rural schools in the State of Bahia (Brazil). Profesorado, Revista De Currículum Y Formación Del Profesorado, 15(2), 125–140. Consulté à l’adresse https://revistaseug.ugr.es/index.php/profesorado/article/view/20265