Cons-ciência em narrativas sobre o ser-professor do campo: transgredindo uma realidade marcada pela reificação dos riscos do uso de agrotóxicos.

Abstract

This study is part of the research line "Theories of Knowledge" within the Graduate Program in Education (PPGE) at the Federal Institute of Goiás, Câmpus Goiânia. It aims to promote educational research as a form of resistance and professional development for rural teachers. The research was conducted at Escola Municipal Holanda, located approximately twenty kilometers from the city of Goiás, involving five teachers from this rural school. The study investigates the dynamics of impossibility in rural education, particularly those affecting teacher development, and explores how pedagogical and rural identities can be constructed as a form of rupture. The central research question asks: What collective processes and articulations enable rural teachers to reframe their role in confronting the reification of pesticide risks within their community? Guided by a qualitative approach, the study adopts phenomenology as its epistemological foundation and narrative inquiry as its methodological framework, drawing on recorded dialogues, field journals, photographs, and study meetings. The theoretical basis includes critical environmental education, emancipatory critical pedagogy, and rural education rooted in social movements and the defense of social rights, land permanence, freedom, and civic participation. The findings reveal a rupture in the reified consciousness surrounding pesticide use, achieved through processes that strengthen rural teachers. These processes are characterized by recognition, critical formation, freedom of action, respect, and context-based professional development.