Contribuições filosóficas para formação continuada específica de educadores da educação do campo

Abstract

The relationship between Philosophy and Rural Education represents a fertile field for the construction of educational practices that respect and value the specificities of rural communities. The research addresses the connection between Philosophy and Rural Education, highlighting the importance of recognizing the specificities of peasant communities and the social function of Philosophy in the training of educators. The research is justified by the importance of recognizing the social function of Philosophy in the training of these educators, as well as highlighting and problematizing the importance of specific training for rural educators. The objective of the study is to propose a methodological approach linked to Countryside Epistemology, establishing epistemological bridges between Philosophy and Countryside Education, overcoming traditional methods and contributing to the specific ongoing training of educators. To carry out this case study, a semi-structured interview was used, which resulted in qualitative analyzes adopting Braun and Clarke's Thematic Analysis and Orlandi's Discourse Analysis. The research highlights the importance of specific continuing training for Rural Education educators, promoting a more contextualized and meaningful education for peasant communities. Given the need to promote specific training for these educators, the question arises of how Philosophy can contribute to this process, considering the particularities and challenges of this educational context. The results reinforce the relevance of specific continuing training in Rural Education and the need to recognize and value local knowledge