EGRESSOS DA ESCOLA DO CAMPO: TRAJETÓRIAS EXITOSAS DE ESTUDANTES DO PIBID

Francisca Maisa Maciel Gomes de Almeida; Simone Cabral Marinho dos Santos

doi:10.5216/ia.v47i3.71712

SCHOOL TRAJECTORY OF PIBID STUDENTS FROM RURAL SCHOOLS

Authors

Francisca Maisa Maciel Gomes de Almeida Universidade do Estado do Rio Grande do Norte (UERN), Natal, Rio Grande do Norte, Brasil, mayza_maciel@hotmail.com https://orcid.org/0000-0003-2437-2282
Simone Cabral Marinho dos Santos Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, simone.cms@hotmail.com https://orcid.org/0000-0001-8338-8482

DOI:

https://doi.org/10.5216/ia.v47i3.71712

Abstract

Throughout its history, rural education has resisted a context of social neglect and denial by the government. In the midst of weaknesses and challenges, young people and adults from rural schools manage to overcome barriers and achieve academic success, reaching Higher Education. In this article, we aim to discuss the school trajectory of university students who participate in the PIBID, coming from rural schools, as a result of a, descriptive and exploratory field research with a qualitative approach, carried out through semi-structured interviews with five university students who are PIBID's scholarship holders at UERN/Campus Pau dos Ferros. From the results, we can highlight the encounter with teaching, which was gaining space in the formation, with the opportunity of PIBID, satisfactory performance in the formative activities of the course and improvement of teaching in schools and overcoming of difficulties along the school trajectory. We conclude that the countryside presents itself to the interviewees as a stage of their memories, experiences throughout their school trajectories, with the PIBID, being a program that made it possible for them to stay in the course and expanded their expectations and future projections of prolonging their studies.

KEYWORDS: Rural School. PIBID. Further Studies.

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Author Biographies

Francisca Maisa Maciel Gomes de Almeida, Universidade do Estado do Rio Grande do Norte (UERN), Natal, Rio Grande do Norte, Brasil, mayza_maciel@hotmail.com

Mestra em Ensino, no Programa de Pós Graduação em Ensino - UERN, Especialização em Educação Inclusiva MBA em Psicologia Organizacional e Gestão de Pessoas, pela UNICORP, Bacharel em Psicologia pela Faculdade Santa Maria de Cajazeiras. Atualmente é Psicóloga Educacional na Secretaria de Educação de São João do Rio do Peixe - PB; Psicóloga Social - Centro de Referência Especializado em Assistência Social (CREAS) Regional. Professora do curso de Pedagogia ISEC - Cajazeiras.

Simone Cabral Marinho dos Santos, Universidade do Estado do Rio Grande do Norte (UERN), Pau dos Ferros, Rio Grande do Norte, Brasil, simone.cms@hotmail.com

Doutora em Ciências Sociais pela Universidade Federal do Rio Grande do Norte (UFRN). Docente do Departamento de Educação e dos Programas de Pós-Graduação em Ensino (PPGE) e Planejamento e Dinâmicas Territoriais no Semiárido (PLANDITES), da Universidade do Estado do Rio Grande do Norte (UERN), Campus Avançado de Pau dos Ferros (CAPF). Vice-Presidente da Rede Internacional Interdisciplinar de Pesquisadores em Desenvolvimento de Territórios (REDE-TER).

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Published

2023-01-03

How to Cite

ALMEIDA, F. M. M. G. de; SANTOS, S. C. M. dos. SCHOOL TRAJECTORY OF PIBID STUDENTS FROM RURAL SCHOOLS. Journal Inter-Ação, Goiânia, v. 47, n. 3, p. 1139–1156, 2023. DOI: 10.5216/ia.v47i3.71712. Disponível em: https://revistas.ufg.br/interacao/article/view/71712. Acesso em: 17 jul. 2024.

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Issue

Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions

Section

Education Policy and Management

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