ORGANIZATION OF PEDAGOGICAL WORK IN RURAL SCHOOL OF THE STATE OF MATO GROSSO AT THE YEARS 1980 AND 1990

Abstract

This article seeks to analyze how the pedagogical work in rural school of the state of Mato Grosso was configured in the 1980s and 1990s. This study is based on the criticaldialectical approach and the qualitative research, having as instrument the semi-structured interview
with 23 teachers. The results indicate that the schools did not have a defined pedagogical proposal.
The pedagogical work was based on the orientations of the departments of education and on the
teachers’school experiences; although education in the period was focused on instructional aspects,
some teachers tried to perform humanized teaching based on collaboration with students and
parents. From the 1990s, pedagogical work started to take place in a more systematic and critical
way, seeking to incorporate research as a pedagogical principle and the reality of the rural world as
a living laboratory and as factor for the promotion of the theory-practice relationship and learning.
We conclude that the pedagogical work of the rural school, during this period, is marked by
enormous challenges in terms of the very existence of these schools, the guarantee of rural workers’
access to school education and the precarious working conditions – physical structure, teaching
resources and professional recognition and training. Brazil’s democratization process opens the
way to think public policies for rural education, which grew in the late 1990s and early 2000s.