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This article presents the results of a research carried out in ten municipalities of great territorial extension in the state of Paraná, with the aim to understand the educational policy in relation to rural public schools. In this text, we selected eight municipalities considered extremely rural to expose contradictions present in the field and in education, based on documentary studies and interviews. The aim is to problematize microregions whose territory has the presence of large properties and agribusiness, alongside the work of the diverse peoples of the countryside. In these contexts, there are challenges regarding the guarantee to the right to education. They are marked by school closures, precarious roads that give access to the municipal headquarters, centrality of school transport for students, difficulty with the continuity of teachers in schools, among others. It is possible to conclude that the contradiction that generates exclusionary processes in the countryside resides in the concentration of land, in agricultural production for exportation that generates few job opportunities, and results in the policy of closing schools due to the low population density. When studying such regional contexts, it is evident the need for another project for the countryside, agrarian reform and public policies for the subjects to remain in the countryside. [ABSTRACT FROM AUTHOR]

This article results from a master's research cut-off. Here, we present the result of the investigation of the challenges and possibilities to carry out the continuous training, within the school space, for high school teachers. Participated in the research 16 teachers and four members of the pedagogical team of a school of the state education network in Rondônia. After the study, we can affirm that carrying out the continuous formation within the school space is something possible, as long as the whole process is reflected and constructed collectively. [ABSTRACT FROM AUTHOR]

The currentness and importance of educational inclusion turn the study of several aspects involved needed for its understanding. The literature review found a lack of studies on institutional arrangements involved in the schooling of children diagnosed as autistic. Using the Institutional Discourse Analysis as a method to investigate, through interviews with six teachers, the idea on the development of students diagnosed with autism or Pervasive Development Disorder and the positions taken by professionals in the education of these children. It was found present in the speech oppositions that characterize the concept of "student-problem". The lack of standards are said to be the great challenge of inclusion, once there isn't a pre-determination for the work of the teacher, school, treatment and the child's development whose conception transits between the individual work and the comparison with the group, which characterize the feeling of "lack of knowledge" characteristic of the position of inclusion. [ABSTRACT FROM AUTHOR]