Abstract
This article aims to identify the mediating elements limiting the process of appropriation of the Field Education policy by five teachers from a school located in the agrarian reform settlement. The theoretical-methodological framework adopted was that of historical-cultural psychology. The instruments used to obtain the empirical material were: classroom observations and two semistructured interviews with five female teachers. In the treatment of data, we have sought to understand the meanings and meanings of Field Education and to map the aspects of this policy meant as mediators limiting the process of appropriation of the Field Education policy. The results pointed out that the aspects signified as limiting mediating elements of the appropriation process are: training and orientation to work from the Field Education perspective; the relationship with educational managers; the relationship with the political pedagogical project and the curriculum; the relationship with pedagogical practices.
Keywords:
Docentes; rural population; knowledge