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The issues linked to the Education of people who live in Campo and the Training of its Educators, in one way or another, did not disappear during the pandemic period, they continued to be present, demanding the maintenance of the struggles of social movements. These, not long ago, requested an alliance with the public university, assuming it as the locus that drives the training of their educators. The university has a lot to contribute in the process of recognizing the Education of people who live in the countryside, from the training process to the academic production on the subject. In this sense, this article proposes a cut that expresses the contours of the educational policies put to this education, dialoguing with the legislated, its problems, but also assuming some points that can be considered as founders of new directions, during and after the pandemic, of the militancy of social movements. [ABSTRACT FROM AUTHOR]

The present work aims to understand how the Degree in Rural Education at the Federal University of Goiás - Campus Goiás (LEdoC/UFG-Câmpus Goiás) organizes Alternation in order to approach the Rural Education project. We based our reflections on the theoretical field of Rural Education and Alternation and adopted a qualitative approach through methodological procedures such as document analysis of the Pedagogical Project of the Course (PPC) and participant research. The analysis allowed us to infer that the construction of Alternation in the course is dialectical as it sometimes seeks alternatives to overcome barriers to break with traditional teacher training, sometimes it presents limitations in approaching the Rural Education movement. [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]

This article aims to reflect on the contradictions of the Pedagogical Residency Program (PR) amid the epistemology of practice imposed by CAPES Public Notice of number 06/2018, as well as analyze the Degree in Rural Education at the Federal University of Pará, Tocantins/Cametá Campus, as a training policy in the counter-hegemonic perspective. Our methodology consisted of bibliographic, documentary, and field research studies. The results showed that the effective experience of students in the process of training the course under analysis sought to introduce them to work in countryside schools, implementing a curriculum with an interdisciplinary perspective centered on life and work, in which sociocultural and scientific knowledge is permanent dialogue. [ABSTRACT FROM AUTHOR]

This work has aimed to discuss the alternation system of education in teacher training in the Southeast region, more specifically at the Federal University of Minas Gerais (UFMG), Federal Rural University of Rio de Janeiro (UFRRJ) and Federal University of Espirito Santo (UFES). The methodology of bibliographic research with a qualitative approach was used. Among the main studies carried out, we highlight the use of training in the alternation system of education organized in school/university time and community time as an educational proposition for organizing the curriculum in the institutions mentioned earlier. As an educational option, the application of an integrative alternation system of education stands out, that is, the intercommunication between the different stages of education and spaces as well as the references of the rural education movement in Brazil. Among the pedagogical mediations used for the articulation of school/university time, the study plan, the real-life journal, the common placement developed at UFEs, the community time guide, and the Socioterritorial Journey in the degree of Rural education of UFMG and UFRRJ utilized Working Groups (GT) and the integrated work as mediations that can articulate the different stages of education in the training of teachers of the mentioned universities. [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]