"O lugar de onde eu falo está em um contexto de muita luta, de muita resistência": linguagem e representação sendo professor em escola do campo

Abstract

Being a teacher is a constant challenge. Being a teacher at a field school is therefore an even greater challenge, in a context of closure and little investment in schools located in the countryside. The problem of this research is directly linked to the following questions: How do teachers who work in rural schools conceive what it means to be a rural school teacher? How do these representations influence/contribute to the construction of a rural school identity? This research has the primary objective of understanding the representations about identity of teachers who work in field schools and their relationship with the constitution of a differentiated school, in the Southwest region of Paraná. The secondary objective is to understand through linguistic-discursive materiality the identity/language relations; and the language/culture relationship. Therefore, the construction of theoretical foundations is related to the Field Education (KOLLING, CERIOLI & CALDART, 2002; CALDART, 2013; MOLINA & SÁ, 2013; RIBEIRO, 2013; SAVIANI, 2016; BEZERRO NETO and SANTOS, 2016, FÉLIX, 2016); Representation (HALL, 1997; WOODWARD, 2014; SILVA, 2014; FOUCAULT, 2008 and BERGER and LUCKMAN, 1985); Identity (HALL, 1997; 2014, 2020; MCGREW, 1992; SILVA, 2014; WOODWARD, 2014; BHABHA, 1998; BURITY, 2014; SKLIAR, 2003; CHAUÍ, 1980; BERGER and LUCKMAN, 1985; CUCHE, 1999) and Teacher’s Identity (SAVIANI, 1991; GHIRALDELLI, 2006; PIMENTA, 1997, NÓVOA, 2019; GALINDO, 2004; WENGER, 1998). This research is qualitative, (MINAYO, 2016; YIN, 2016) and interpretative (SCHWANDT, 2006; MOITA-LOPES, 1999). For this research, three field schools in the Southwest region of Paraná were visited, one in the city of Francisco Beltrão, one in Enéas Marques and one in Itapejara D'Oeste. Data collection was made through group interview (GIL, 2008; MINAYO, 2016), online. After the analysis, the data were organized into categories that stood out: representations about affectivity, feeling of belonging, methodology and educational reforms and reorganization of pedagogical work. The results of the research demonstrate that the articulation between the psychological and the social that makes up the individual's identity (CUCHE, 1999), can be evidenced through the teachers' language in their declarations of affection and belonging to the school, to the community, that is to the interaction with the circulation environments. In relation to the issue of the field teacher’s work methodology the analysis is that there is a search on the part of teachers in adjusting their work to the field school students’ reality, recognizing that the Politic-Pedagogical Project is a guiding tool of practices in the school environment in other places and times (CALDART, 2002). About the reorganization of the pedagogical work due to the educational reforms, the conclusion we had is that there are many challenges in the work with Field Education facing the education plataforming in the public schools of Paraná. Finally, we consider that what defines the field school teacher is the capability to be sensitive to the field school students’ cultural context, the searching for appropriate continuing education to the modality and constant resistance to the attacks the education has suffered.