Citation:
Abstract:
Bachelor’s degree courses in Rural Education, present in several Brazilian higher education institutions, seek to develop formative processes capable of stimulating future rural educators to exercise a professional activity that articulates the training processes experienced in the academy with those experienced in the daily lives of their communities of origin. For this purpose, it is necessary to create strategies capable of promoting greater articulation and integration of the educational processes that exist in the different communities and territories of the students. The Methodology of Narrative Productions (MPN) presents itself as a pedagogical possibility in these courses by articulating, in the elaboration of narratives, the biographical, historical, and social contexts of the students. By applying MPN in an integrated way to the activities of one of these courses with one of its students, it was possible to identify and deepen the educational experiences she lived in her community. The theory of situated knowledge (Haraway, 1995) and the emancipatory topic oriented toward a new ethical paradigm (B. S. Santos, 2011) guide the analysis of narratives by advocating the production of knowledge from dialogical spaces and the synthesis between existing and emerging knowledge. The narrative productions accomplished this objective by allowing the student to recognize the driving forces of her historical context, her directions, and subjects. It was concluded that the narratives produced found similarity with the assumptions of Rural Education’s formation by field of knowledge, since they allowed not only an expanded understanding of reality but also an identity and reflective relationship about the context in which the student was inserted. (PsycInfo Database Record (c) 2023 APA, all rights reserved)