Ensinar história em escolas no meio rural: um estudo no município de Ituiutaba-MG, Brasil

Abstract

The rural environment is a diverse, ample space that is constituted of various types of knowledge. It is a culturally rich territory, a place of differences. As the urban perimeter, the rural space is also marked by its specificities, and particularities with changing identities. It cannot be defined as a homogeneous space. It is necessary to show that the rural space has its singularities in the most different places. When considering these differences, we treat them as ruralities, highlighting the possible rural areas in Brazilian territory. Throughout this research, we approached the ruralities and identities existing in the rural area of Ituiutaba-MG and on how History teaching develops in that space. In this sense, some questions prompt us to reflect: Where are rural schools located in the municipality of Ituiutaba? What kind of ruralities mark the surroundings of those schools? Who are the subjects who attend those schools? Who are the teachers working in the area of History? What is the education of these educators? What is their relationship with the space in which they work? What is the knowledge of those teachers? How does History teaching materialize in those spaces? Our main objective was to analyze the dimensions of teaching History in the final years of elementary school in schools located in the rural area of Ituiutaba-MG, Brazil. The specific objectives were: i) to map the scenario of Ituiutaba; ii) to reflect on school education that takes place in rural areas; iii) to introduce the rural schools in the municipality and their protagonists; iv) to register the dimensions of teaching History in schools located in rural areas and their materialities. To fulfill the proposed objectives, we chose the qualitative approach of educational research, by favoring a broad view of the object studied and the researcher's involvement with the social, political, economic and cultural reality. The subjects participating in this research were teachers who taught History in rural areas in Ituiutaba-MG from 2018-2019. The study showed how teachers teach History in schools located in rural areas. We identified that rural schools have different characteristics even though belonging to the same municipality. Therefore, despite these particularities identified throughout the research process, we emphasize the need to propose training that dialogues and values the multiculturalities present in rural areas.