A atuação docente no processo de ensino e aprendizagem: uma proposta sobre estratégias de ensino para a educação do campo na escola municipal Francisco de Assis Miranda em Monção/MA

Abstract

This paper has as its theme the teaching performance in the teaching and learning process: a proposal on teaching strategies for rural education at the Francisco de Assis Miranda municipal school in Monção / MA, developed with the director, coordinator and teachers of early childhood education and elementary education of the aforementioned school. Starting from the premise that the teacher and the strategies used in the classroom are fundamental to awaken interest and maintain interest, contributing to the motivation of students. In view of the above, this work has as its general objective the development of a pedagogical proposal aimed at teachers and students of the aforementioned school unit, with the purpose of providing new knowledge for teacher training and favoring student motivation and learning through theoretical references, methodological strategies with an emphasis on student motivation in the teaching and learning process. In view of this, a mini-course with the theme “Teaching and learning from historical-critical pedagogy” was developed with management, supervision and teachers; and three workshops with the following themes, respectively: “Teaching strategies based on Dermeval Saviani’s HistoricalCritical Pedagogy”; “Career sample: inspiration for the future”, developed with elementary school students in the final years, highlighting motivation for future professional perspectives; “Teaching strategies for early childhood education, initial and final years”, which was based on the author Schwartz (2014) motivation in teaching practice. The data that supported the elaboration of the proposal were obtained through the questionnaire, with objective and discursive questions, analyzed based on the methodology described by the author Bardin (2011). Throughout the implementation of the proposal, through the activities developed, positive results were achieved, as verified by positive feedback and performance evaluation of the proposal. It was mainly observed the reflection on the teachers’ search for strategies that would motivate and engage students, even in the limitations of the environment in which they are inserted, the rural area, as well as the change in the students’ vision in seeking better conditions through studies. It is considered that the work was able to fulfill its main objectives in rural education, in the lives of students and mainly in the teaching practice of teachers, making them reflect on the search for social transformation of students, through the strategies used in their practices in the context of rural education.