O plano de ensino no trabalho pedagógico da educação básica do campo: contribuições da pedagogia histórico-crítica e da psicologia histórico-cultural

Abstract

This study is linked to the Postgraduate Program in Education (PPGE) of the Faculty of Education of the Federal University of Bahia (FACED/UFBA) and articulated with the main research of the Line of Study and Research in Physical Education, Sport and Leisure (LEPEL ) and the Group of Studies and Research in Rural Education (GEPEC), which consider pedagogical work, teacher training, knowledge production and public policies as articulating axes of scientific knowledge. The problem concerns the teaching plan and the content – form – recipient triad. Specifically, we delimited the scientific question about the foundations of the teaching plan, its contradictions and possibilities for overcoming, evident in the municipality of Amargosa/Ba, in the year 2022. The objective of the investigation was to present, based on the analysis of the theoretical foundations that overcome the contradictions faced by teachers in the pedagogical work developed in rural basic education, in the municipality of Amargosa-Ba, in the year 2022, a synthesis of the teaching plan prepared based on the foundations of Historical-Critical Pedagogy and Historical Pedagogy Cultural Psychology. The research procedures were: delimitation of data sources, research instruments, systematization of data, collected in the municipality of Amargosa/Ba, in the Public Education Network, in the year 2022. Data analysis considered the guidelines of historical-dialectic approach. materialist method establishing links and relationships between the logic of the data found and history. The investigation confirmed the following thesis: the pedagogical work systematized in the teaching plan of the municipality of Amargosa/Ba, in the year 2022, presents foundations that overcome contradictions such as the denial of content, faced by basic education teachers in rural schools, in which concerns the conception of a historical and human development project, the social function of the rural school and, within it, the conception of pedagogical work and the teaching plan, drawing on the foundations and experiences accumulated by Historical Pedagogy -Critical and by Historical-Cultural Psychology treated in the process of continuing teacher training, under the responsibility of UFBA and UFRB. We also verified, according to the data analyzed, that, for the effective implementation of these fundamentals in pedagogical work, it is essential: (01) consistent theoretical basis in the initial and continuing training of teachers; (02) school education as a vital need for human development; (03) the valorization of teaching; (04) mastery of teaching content and (05) mastery of preparing pedagogical planning in the triad dimensions: content (what should be taught), form (how it should be taught) and recipient (to whom it should be taught), classification by levels of development and stages of teaching the cultural heritage historically created by humanity.