Challenges and Potentialities of Training by Area of Knowledge in Degrees in Rural Education: Reflections from LEDOC UnB.
Rural Education; Teacher Training; LEDOC; Educational Praxis; Public policy;
This study seeks to analyze the challenges and potential of training by area of knowledge in Degrees in Rural Education, focusing on UnB LEDOC. Considering the specificities of Rural Education, the analysis of this topic is crucial in the current educational context. The lack of specific professional training has a considerable impact on educational practice and the ability to meet the needs of these communities. LEDOCs offer relevant alternatives, and it is vital to investigate the training of peasant educators, especially in the areas of Art, Literature and Languages. Rural Education, as a public policy, faces neglect, but continues to be central in debates due to its importance for peasant communities. The training of educators in this category is essential to value the history and culture of these communities. Studies show that only a portion of higher education institutions still offer LEDOC courses, with an even smaller offering around Languages. The mother tongue and the historicity of students are fundamental in the teachinglearning process, promoting effective and inclusive education. This study therefore proposes a detailed analysis of the undergraduate courses in Rural Education at UnB, focusing on qualifications in Art, Literature and Languages, highlighting the impacts on educational praxis and the quality of teaching in rural areas. Using a historical and dialectical approach, a comprehensive and transformative understanding is sought, contributing to the development of effective public policies and the valorization of the cultural identities of peasant communities.