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In this decade, transformations in Brazilian education, aiming to qualify and democratize schools, are in the training of teachers in higher education undergraduate courses. Thus, innovation and interdisciplinarity, usually academic concepts, were implanted in curricula of some courses. We exemplify how Federal University of Rio Grande do Sul (UFRGS) plans and puts into practice the Rural Area Teacher Education Course.
The proposed curricular characteristic adds specific sciences to the reality of teaching at rural societies. This concrete project conceived the training of undergraduates to work in schools in rural areas, with interdisciplinary knowledge in Natural Sciences (Physics, Chemistry and Biology) integrated to Mathematics and Agrarian Sciences.
In the curricular project we identified, described and concretized, the concepts of innovation and interdisciplinarity, as well as teaching inclusion in contemporary actions directed at the communities historically relegated to oblivion.
With qualitative method, we analyzed Brazilian’s and UFRGS’s teacher undergraduate courses legislation. We interviewed teachers who created the project emphasizing: planning, implementation of interdisciplinarity and innovative activities.
Triangulating data, we highlight the importance in interdisciplinary practices and the use of Alternation Pedagogy, with two periods experiences: structuring of theoretical-practical knowledge at the university; construction of the intersection of this to the application in the teachers-students in rural schools community, or students of rural areas, under supervision of university’s teachers.
We highlight the importance of teacher inclusion in an interdisciplinary and innovative training project, aiming at including the rural population, teachers and students, in the contemporary possibilities of Education.