Andere Kunden interessierten sich auch für
![The role of the basic education curriculum in local content]( "The role of the basic education curriculum in local content")
The role of the basic education curriculum in local content25,99 €![School curriculum and reforms in the São Paulo municipal network]( "School curriculum and reforms in the São Paulo municipal network")
School curriculum and reforms in the São Paulo municipal network62,99 €![Didactic guidelines for literature courses]( "Didactic guidelines for literature courses")
Didactic guidelines for literature courses27,99 €![Didactics of Speech in Primary Education]( "Didactics of Speech in Primary Education")
Didactics of Speech in Primary Education40,99 €![Handbook of Research on Training Teachers for Bilingual Education in Primary Schools]( "Handbook of Research on Training Teachers for Bilingual Education in Primary Schools")
Handbook of Research on Training Teachers for Bilingual Education in Primary Schools240,99 €![Resilient Rural Leader]( "Resilient Rural Leader")
Resilient Rural Leader31,99 €![Educational Guidelines and Coeducation]( "Educational Guidelines and Coeducation")
Educational Guidelines and Coeducation32,99 €
The aim of this study was to analyze how basic education teachers have been developing their pedagogical practices in rural education in a school in the municipality of Santa Rita/PB. The study had two methodological fronts: one was bibliographical, with an analysis of the principles of the Rural Education Guidelines, and the other was field research, with a survey of the Pedagogical Political Project, lesson observation, lesson plans and a questionnaire, looking at conceptions, content and methods. To support the research, we studied the Basic Education Curriculum Guidelines, Brazil (2010), Decree 7.352, Brazil (2010), Resolution CNE/CEB 1, Brazil (2002) and other authors. We found that the classes were dynamic, but did not involve the specificities of the countryside. The Pedagogical Political Project is based on the principle of valuing rural knowledge, but it is important to discuss and deepen the themes of rural education in this project. We hope that the discussions on the Guidelines for Education in the Countryside will take place and can be reflected in the work of teachers to value the history and identity of rural students.