Formação continuada de professores em educação do campo e planejamento do trabalho didático: contribuições da pedagogia histórico-crítica à experiência da quarta versão da ação escola da terra na Bahia - 2017 e 2018

Developed in the Postgraduate Program in Education (PPGE) of the Faculty of Education of the Federal University of Bahia (FACED/UFBA), linked to the matrix research of the Line of Study and Research in Physical Education & Sport and Leisure (LEPEL) and the Group of Study and Research in Rural Education (GEPEC), the study's object of investigation is the interface between the continuing training course for teachers in rural education, referenced in historical-critical pedagogical theory, coordinated by LEPEL/GEPEC/FACED/ UFBA, through Ação Escola da Terra, between 2017 and 2018, and the didactic work planned by the course teachers. With this, the objective was to analyze the relevance of the aforementioned course for overcoming contradictions in the didactic work planned by teachers in rural schools, in the context of confronting privatization, standardization and ideological control imposed by the National Common Curricular Base (BNCC). To achieve the proposed objective, the study was developed based on the historical-dialectical materialist theoretical framework and in the investigation process procedures specific to bibliographic and documentary research were used. The proposal for the improvement/specialization course in historical-critical pedagogy for rural schools to operationalize the four versions of the Earth School Action in Bahia, the university time and community time study plans of the fourth version, both prepared by LEPEL /GEPEC/FACED/UFBA, as well as the annual course plans, prepared by the course teachers from the municipality of Teofilândia/BA, at the end of the training, constituted the sources for data collection. The analysis showed that the current continuing education policy for teachers in rural schools is determined by the BNC-Continuous Training linked to the BNCC, a document based on the pedagogy of skills, which standardizes the planning of educational work, placing secondary teaching on school content; it mischaracterizes the role of the teacher, reducing their work to ...