The BNCC and the training of field teachers in the Velho Chico identity territory in BAHIA
DOI:
https://doi.org/10.22481/praxisedu.v20i51.14650Keywords:
national common curricular base, field education, rural education, teacher training, teaching practiceAbstract
This article discusses rural teachers' education and the National Common Curricular Base (BNCC), considering two aspects: the context ofRural Education regarding teacher training, focusing on the Velho Chico Identity Territory (TIVC) in Bahia; the contradictions evident in teachers' pedagogical practice arising from the continued education offered by municipal networks. Data was collectedthrough questionnaires and document analysis. The research is qualitative, analyzed under the assumptions of Dialectical Historical Materialism. The results highlight that the national policy for teacher training has aligned with what international agencies advocate. It's worth paying more attention to the contradictions within current regulations in understanding emancipatory Rural Education. There's a fragmentation in the curriculum focused on teaching practices within the spatial scope analyzed, leaningmore towards what is termed as Rural Education.
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