Abstract:
Rural schools have distinct features that promote teaching practices that take into account the students’ profiles and the reality of their communities. Considering this perspective, the present study evaluates the potential of an extension activity constituted by a program of formation-action for transforming teaching practices and addressing the needs of the teachers’ academic development in a rural school in the state of Santa Catarina, in Southern Brazil. The formation was followed by a research-action and the data was collected after applying two questionnaires to the eight teachers in the institution. Results indicate that the initiative contributed to reshaping and fostering collaborative work, associating content and rural contexts, engaging the students, continuing dialogues backed by theory, to individual and group creativity, and students’ active participation.
Keywords:
rural school; teacher formation; transdisciplinarity; eco-formation