PAULO FREIRE, TEACHING, SPACES-NOT FORMAL EDUCATION IN THE URBAN LANDSCAPE AND THE INITIAL AND LITERARY FORMATION OF THE TEACHER OF THE FIELD

Abstract

The text on screen aims to investigate the initial training of teachers, from the Degree in Field Education of the Federal University of Espírito Santo (LedoC/UFES), Goiabeiras campus and how this contributes to the formation of the teacher reader in the schools of the field and also in non-formal spaces of the urban landscape, having the following research problem:  how the Degree in Field Education of the Federal University of Espírito Santo (LedoC/UFES) contributes to the formation of the reading teacher and literary reading in the schools of the field and in non-formal spaces of education in the urban landscape. It will be held in the Research Group (CNPq) “Cultures, Partnerships and Field Education” of the Graduate Program in Education, in the Research Line “Teaching, Curriculum and Cultural Processes”. It works with theoretical and methodological assumptions of Paulo Freire and Gadotti about the educating city and non-formal spaces of education (2001, 2006). At the same time, it problematizes issues of Rural Education as intercultural praxis, teacher training, rural and urban education in Santos (2007), Souza (2002, 2012), Leite (1999), Molina (2017), Leite (1999), Foerste (2004), Braga (2012), among others. Through this theoretical comparison, dialogues on literary reading, reader training, teacher-reading training, educating city and education in Freire (1991), Candido (2011), Silva (2003) Kramer (1998, 2000) are deepened. This theoretical dialogue points to tensions and resistances when other voices of subjects historically invisible from educational processes enhance popular cultures and knowledge in the university and that can impact the classrooms of Campo Education, as well as non-formal teaching spaces in the urban landscape providing a work of valorization of literary text and an expanded view of the urban context.