Leitura e Escrita na Educação do Campo: Práticas Pedagógicas para a Valorização das Escolas do Campo em Corumbá, MS

Abstract

This study discusses reading and writing practices within the context of Rural Education, considering the sociocultural specificities of students from rural schools in the municipality of Corumbá, Mato Grosso do Sul, Brazil. It is based on the understanding that daily life, local culture, and community experiences are essential elements in the teaching-learning process, especially in the development of literacy. The adoption of decontextualized methodologies and teaching materials, often designed for urban realities, may weaken students’ engagement with reading and writing, making learning less meaningful. Grounded in studies on Rural Education, literacy, and pedagogical practices, this research aims to identify and propose teaching strategies that value local knowledge and promote contextualized reading and writing practices. This qualitative, descriptive, and exploratory study is developed through bibliographic research and action research, including the proposal of workshops and didactic sequences applicable to rural schools in the region. The study seeks to strengthen the relationship between school and community, contributing to an education that recognizes and values rural identities.