Training childhoods ledoras-escrevedoras: challenges of the Field School

Abstract

The article focuses on the debate of the Rural/Country Education in Brazil since the social movements; it also presents a research activity conducted by the Field Pedagogy Course, a partnership between the Universidade Estadual do Rio Grande do Sul – UERGS (State University) and the Instituto Técnico de Capacitação e Pesquisa da Reforma Agrária – ITERRA (Institute for Training and Research of the Agrarian Reform), with the Rural/Country Schools about the development in reading and writing practices within and about them, it establishes a series of analysis on the reading and writing social function for the individuals training preparation in the field. The basic bibliographic references are: Caldart, Freire, Kaufman, Rodrigues, Kleiman and Soares. In addition, with the same perspective, the practice of reading, writing and exchanging letters with Escola Municipal Irmão Cirilo do Assentamento Missões de Francisco Beltrão (Municipal School), Paraná, whose was considered transgressive and relevant in sense of the desired human training. To summarize, the challenges that Pedagogy teachers have to assume when dealing with reading and writing techniques at the Rural/Country School are described.