Um olhar ecoformador e transdisciplinar sob a formação continuada de uma professora camponesa: pensando a inclusão em uma turma multisseriada de uma escola do campo

Abstract

This research aims at understanding the contributions of ecoformation and transdisciplinarity to develop intelligibility spaces that may lead a rural teacher who teachers a multigrade class at a rural school to resignify her teacher education process and her pedagogical praxis during the course of an inclusive process. To that end, our theoretical framework is composed of studies on ecoformation, transdisciplinarity, Rural Education and inclusion. Our research subject is a woman born and raised in a rural area who works at the city of União dos Palmares at a rural school, teaching a multigrade (Elementary-level) class with two students who have been diagnosed with intellectual disabilities. Thus, our research question is: using ecoformation and interdisciplinarity tenets, how can we promote intelligibility spaces so that a country woman who teaches a multigrade elementary class at a rural school can resignify her teacher education process and her pedagogical praxis during an inclusive education process? The methodology is aligned with ecosystemic epistemology, with its complex ontology and epistemology as well as its transdisciplinary methodology, based on three constitutive elements: 1) the included third, 2) reality levels, and 3) complexity, which provides the cognitive operators to understand processes of reality comprehension and intervention. Barbier’s (2007) existential action-research was a key model and our data were obtained by means of a semi-structured interview, participant observation, a wandering diary, and reflexive sessions, organized in a spiral-like movement. As a result, we have been able to grasp the existential relationship web of our subject, the teacher Semente Crioula, based on her life story, her thoughts and the resignification process of (re)thinking her teacher education and her pedagogical praxis to incorporate inclusion in her rural education process, which involved an ethics of reconnection and the reintroduction of the learning subject. During the course of this research, we have sought to reconnect teacher Semente Crioula’s many existential dimensions and types of knowledges, not limiting ourselves to scientific ones and instead encompassing the relations between experiences and plural knowledges from social contexts as well. The ecoformation and transdisciplinary-based approach has allowed us to realize the importance of the relationships permeated by both reason and emotion to the constitution of teacher Semente Crioula’s intersubjectivity and subjectivity, and also enabled her to rethink her pedagogical praxis in face of the inclusion process, during which she came to perceive herself as a rural subject as she was called to reflect upon her life story and recall rural experiences, fears and troubles, and how those have influenced her pedagogical performance. The teacher has resignified her education process by reflecting upon the importance of respecting each student’s learning pace; in addition, she addressed the question of how to integrate community knowledge and academic knowledge in her pedagogical praxis, and reflected upon how schools can be a place to learn much more than what is in the syllabus. At the same time, as her pedagogical actions were carried out, reconsidered and re-planned upon reflection, Semente Crioula understood that one sort of knowledge need not give place to the other, and that it is possible to articulate the different sorts of knowledge, including the rural community ones, which are closely related to nature, to the land, and to belonging to a collectivity