Perfil dos egressos em educação do campo das turmas 2014 e 2015 da licenciatura em educação do campo com habilitação em artes e música da uft de Tocantinópolis-TO

Abstract

Rural Education comes as a counterpoint to traditional education, so the Bachelor's Degrees in Rural Education (LEDOC) aim to work the reality of the rural people, providing them with an education that has been historically denied, providing the rural man and woman to fight for their rights to land and education. With this in mind, this paper proposes to discuss the profile of graduates of the Bachelor's degree course in RuralEducation with a qualification in Arts and Music from the Federal University of Tocantins (UFT), campus of Tocantinópolis, state of Tocantins, Brazil. Among some questions, we seek to understand if these graduates work or not in the area of training, how the course contributed to their academic training as an educator and educator of the countryside, among other issues. This research is qualitative, descriptive and exploratory in nature. As data collection instruments, we used semistructured questionnaires applied 11 graduatesstudents, 5 from the first class (2014) and 6 from the second class (2015) from LEDOC Tocantinópolis. Among some results, we observed that the profile of graduates 2014 and 2015 in RuralEducation is a majority of students who do not work in the area, but live in the field with different realities: some still live in the context of rural work and others only studied before entering the university. The theoretical/practical content provided by the course made them assume their identities and have a counter-hegemonic position basedon the perspective of a liberating education. Furthermore, we note that these are graduates who need to work in their areas of training, because there is a demand for art teachers for the countryside, but for this, public competitions and selective processes in the area of arts in the state of Tocantins are needed to meet this demand. The research developed with the graduates is important, because it brings with it a diagnosis of the formation of the course for the community, enabling pedagogical reflections about the curriculum of the course