Teacher Positioning in Rural Spaces

In this qualitative study, we ask how 40 rural educators of English learners (ELs) culturally position themselves and their students. We obtained data through a cultural autobiography assignment that prompted teachers to describe their interactions and relationships with others. Drawing on both rural and non-rural experiences, teachers established their ability to exercise agency, mediated by individual histories and beliefs and the context of their rural settings. Teachers developed their capacity to reflect on the ways they position themselves toward their ELs, a crucial first step in creating culturally sustaining pedagogy. Implications point to the potential of cultural autobiography as a means to heighten rural teachers’ awareness of how their experiences and interactions nuance their cultural identity. Such reflections can expand notions of culture beyond common social identifiers and enable teachers to forge links with their students that would otherwise not be apparent. We suggest this autobiographical process is particularly important for rural teachers who are new to teaching ELs in their classrooms.

Licenciatura em Educação do Campo da Universidade do Estado da Bahia (UNEB): arte e reflexões sobre o trabalho pedagógico de egressos(as)

The training of rural educators currently assumes the centrality of the debate on the theoretical-methodological foundations that provide educational processes with an emancipatory perspective. So, the article inquire about the place that art occupies in the teaching work of graduates of the degree in Rural Education, at the University of the State of Bahia (UNEB). The objective is to discuss conceptions and principles of the training of Educators, in the degree course in Rural Education and the contributions of art in this formative process, for the critical analysis of the place that art occupies in the teaching work of graduates. The methodology is anchored in dialectical historical materialism. The course recognition project, research data carried out in 2018 and the application of a questionnaire, by the Google forms digital platform, were used as reference. The results show that art is present in the pedagogical work of graduates, as well as assuming a prominent place. It concludes by pointing to artistic activities as a theoretical-methodological alternative for the training of rural educators and for the pedagogical work they carry out.

Pedagogy of Alternation in the initial training of rural educators: contributions and challenges

The aim of this paper is to present a study and promote reflections on the contributions and challenges of Pedagogy of Alternation in a Rural Education Degree Course, with a focus on Natural Sciences. For the development of the research, data were collected through questionnaires and from the analysis of the Course’s documents. The results showed contributions of Pedagogy of Alternation, which opens the possibility of graduates entering and continuing in university studies, and brings teachers and students closer to their communities. Challenges were also pointed out, such as the financial burden on undergraduates and the Course to cover housing expenses and cover transportation and food expenses; exhaustiveness and little use in University Time; the need for the graduates to get closer to the university environment and life during the Community Time; the importance of the adherence of the professors to teaching methodologies that are linked to the principles and foundations of Rural Education; the realization of integrative alternating; and the promotion of an inter and transdisciplinary Science teaching, aimed at the formation of rural educators.

Rural Educator Perceptions of Parent Involvement in Public Schools

Rural educators in three states were surveyed regarding their perceptions of parental involvement in their schools. Significant indicators impacting student success included the expectation of parents and their attitudes toward education. Two strategies used to incorporate varying cultures and languages into the school community were creating a welcoming and open climate for parents and using parents’ home languages to communicate key information. The greatest challenge to involvement in their children’s education was parents’ work schedules. Educators participating in this study rated their schools’ level of success in engaging parents as somewhat successful.