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The continuing education of rural teachers is considered essential for the construction of the identity of being a teacher and for the construction of an education proposal aimed at peasant development. This formative space, which takes place both in service, in the school space, and outside it, in universities, institutes and social movements, is considered as a territory of dispute and power. In an effort to understand, we discussed continuing education and its relationship between theory and practice in the resolutions and prescriptions of the National Common Curricular Base (BNCC) in the light of the category of analysis "contradiction", of the dialectical materialism method. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to praxis with the appreciation of the knowledge built by humanity and the unity of theory and practice. For this, we used a literature review, document analysis and data collected through questionnaires with education secretaries and field teachers in the municipalities surveyed. The results point to formations focused on the epistemology of pedagogical practice, conditioned to problems that arise in the daily life of the classroom, Exchange of knowledge, reposts of successful experiences and sharing of anxieties; training focused on essential knowledge: Portuguese and mathematics (Reading, writing and calculation) with preparation for external assessments and) lack of specific continuing training for Rural Education. Finally, regarding the centrality in the epistemology of practice marked by rural education, we point to práxis with the knowlwdgw built by humanity and the unity of theory and practice. [ABSTRACT FROM AUTHOR]

The present paper aims at analyzing the training of field teachers in the context of the Degree Course in Rural Education (LEDOC) at the Dom Aureliano Matos Faculty of Philosophy (FAFIDAM), campus of the Ceará State University. It is a qualitative study and based on doctoral research which examines historical-dialectical materialism within a bibliographic and documentary investigation. It was possible to observe that the LEDOC/FAFIDAM contributed to the confrontation of the educational problems experienced by the peasant populations strengthening the political pedagogical project of the Rural Schools in several regions of the State of Ceará. [ABSTRACT FROM AUTHOR]

The article presents research results on the performance of graduates of the Degree in Rural Education from federal institutions in the North, Midwest, and Southeast regions of Brazil, aiming to demonstrate the importance of the courses in defense of Education for the peasants. The methodology of documental analysis of theses and dissertations on the graduates of the LEdoCs, of published articles that deal with this them and of the Pedagogical Political Projects of the courses, was adopted. The results show the importance of the Degree in Rural Education in the territories in focus, by expanding access to Higher Education with a significant offer of vacancies aimed at peasant, as well as the importance of these forming courses in the process of knowledge production. [ABSTRACT FROM AUTHOR]

This study is located in the investigation between the relation of the social projects developed in the peasant schools by companies of the agroindustrial branch and the perspective of the class struggle proposed by the Rural Education movement. To develop it, we used the qualitative methodology based on the bibliographic analysis. We highlight the achievements of this modality in recent decades. However, we highlight the impacts that capitalist projects have on rural schools. In this sense, it is important that these institutions and their education networks, establish partnerships in order to enable their educators to establish practices to strengthen an education that is geared to peasant needs. [ABSTRACT FROM AUTHOR]