Formação e prática docente nas escolas do campo no seridó potiguar: entre desafios e possibilidades

Abstract

This study investigates the challenges and possibilities surrounding teacher training and teaching practices in rural schools located in the Seridó Potiguar region. The main objective is to analyze the barriers faced by teachers in these institutions, highlighting the key obstacles encountered during both initial training and professional practice, as well as to identify strategies for overcoming these challenges, taking into account the educational, territorial, and cultural specificities of rural contexts. To achieve these goals, a qualitative approach and a systematic literature review were adopted, focusing on publications from the past ten years. The findings show that teacher education is still largely based on an urban logic, disconnected from the realities and knowledge of rural areas. This disconnection, combined with poor school infrastructure, geographic isolation, digital exclusion, multigrade classrooms, and the lack of specific public policies, undermines teaching quality and hampers teacher retention in rural areas. Despite these difficulties, the study also reveals pedagogical experiences marked by resistance, creativity, and the appreciation of local knowledge, which point to the construction of a critical, contextualized, and emancipatory rural education. Valuing the teaching profession, strengthening continuing education policies, and recognizing rural schools as legitimate spaces for knowledge production are presented as fundamental pathways toward building an education committed to social justice and to the reality of rural populations.