Continuing Training of MST Teachers : a theoretical re-reading of the Study Situation from Henry A .

Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST.


Introduction
The Study Situation (SE) originated in the Interdepartmental Research Group on Education in Sciences (GIPEC) of the Northwestern Regional University of the State of Rio Grande do Sul (UNIJUÍ) in the late 1990s and presents itself as a curricular innovation in which activities are organized from a situation of high experience of teachers and students (Maldaner & Zanon, 2004;Pansera-de-Araújo, Auth & Maldaner, 2007;Frison et al., 2007;Sangiogo et al., 2013;Massena, 2015;Vieira et al., 2016). It should be noted that the debates on Rural Education have expanded on the national scene, in addition to the increasing number of surveys in the area. However, with regard to the Field Science and Education Teaching, the production of works is still insipid (Halmenschlager et al., 2017;Halmenschlager et al., 2018;Silva et al, 2019), needing a look at the theme of Rural Education.
Thus, the schools of the Settlements have their proposal based on the MST notebooks, and seek the integration between... "theory and practice through pedagogical practices that involve, in addition to pedagogical issues, the work as an educational principle and the problems of the day to day in the Settlements" (Santos, 2013, p. 85). Another landmark document, on which the systems of education of the settlements are based, are the Operational Guidelines for Basic Education in Schools of the Field that, in Art. 13, subsection II, point out that the pedagogical proposals of the educational systems must also value the access to scientific and technological advancement (Brazil, 2002).
In the face of this, educators and educators of the MST, embedded with the education of the schools of the Movement, must "… to assume as subjects of a permanent reflection on the practices of the MST, drawing from them lessons of pedagogy that allow to make (and transform) in each school, and in its own . way, the educational environment, which reproduces and produces the Movement as a subject educator" (MST, 2001, p. 24). In this context, the continuing formation of these educators must be guided by the pedagogy of the Movement. In this perspective, the MST Notebook No. 8 emphasizes that the continuing formation of teachers exceeds the school formation, it is a human formation with political and ideological dimensions that is part of the experiences of the subjects in formation (MST, 2005).
It should be noted that the SE has as its theoretical basis the studies of Historical-Cultural Psychology, whose main representative is Vygotsky. However, within our group, by aggregating curriculum discussions and teacher training, we have sought to present theoretical relationships with critical curriculum authors such as Michael W.
Apple and Henry A. Giroux, prioritizing dialogue with the critical pedagogy of the latest theorist cited. In this way, the objective of this study is to present a rereading of the SE for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux.

The specificities of MST pedagogy: the teaching of Science in the Settlement Schools
The issue of education in the MST has arisen since its officialization at the 1st National Meeting of Landless Workers in 1984 and is ratified in 1985 at the First National Congress held in Curitiba. At these events, the MST places in its political agenda the struggle for schools and that, therefore, these institutions should be part of the families of the landless. In this sense, the Movement i is concerned with forming "new" subjects, who will not be the same peasants as before, but social subjects who bring to themselves the social struggle, the class struggle and a project of the future (Caldart, 2001 This means, according to Caldart (2001), that the school, the subject and the . needed to cover the association between theory and practice. The more complex and heterogeneous reality is, the more concepts will involve and the richer the construction of thought and the intellectual skills of students (Caldart, 2005;MST, 2014). This is not a reproduction of knowledge and definitions of ready concepts, characteristic of the traditional method, but of the construction of knowledge between educators and educators.

Some assumptions of the SE proposal
The SE is a proposal for curricular reconfiguration that has as its main theoretical contribution the Historical-Cultural Psychology founded by Vygotsky (Sangiogo et al., 2013;Massena, 2015).
According to Maldaner and Zanon (2004) Problematization is the first stage in which students' first ideas on a particular problem will be sought and explained. At that moment, the spontaneous concepts of students are problematized from the introduction of scientific concepts (Gehlen, Maldaner & Delizoicov, 2012).
Regarding the First Elaboration, Gehlen, Maldaner and Delizoicov (2012) state that this is the time when activities involving in-depth texts on the circumstances that were presented in the first stage will be developed. According to the authors, this is the first contact of students with the scientific concept beyond the word and this happens through the guidance of the teacher in different activities.
As for the Function of conceptual elaboration and understanding, Gehlen, . ... in the context of the group, if the concepts worked in the SE are contextualized from a concrete situation of everyday life in order to produce meaning, then the SE cannot be related to any theme but to a theme that presents a social relevance for students and the school community.
According to Giroux (1997) Paradoxically to this view, in radical pedagogy, the school is considered as a public sphere and not as an institution serving the interests of a single class (Giroux, 1987). The concept of the public sphere, according to Giroux (1987, p. 8), is According to the author, the school as a public sphere allows subordinate groups to develop their own intellectuals.
In this way, we emphasize, from Giroux (1987), that the intellectual term is adopted by him to name the teachers, because it is thus possible to rethink and restructure the teaching work. For the author, the teacher, .  (Giroux, 1987;1997). To this end, it is necessary for the educator, as a transformative intellectual, to understand the critical educational theory on which he is founded and, moreover, to understand the power relations present in the formal and hidden curricula, recognizing that school knowledge cannot be transmitted, but constructed from a process of selection and exclusion (Giroux, 1987).
In addition to the above aspects concerning the role of the transformative . intellectual, Giroux (1987;1997)  In relation to the last task cited above, these alliances are based on the relationship between theory and practice, which, for Giroux (1987), means the abolition of the social division of labor between those who elaborate the theory and those who execute it. This means, according to the author quoted, understanding that in school spaces arise the various forms of theoretical production and therefore cannot be seen only as places where these theories will be developed.

Paths covered
This work is part of a stage that  It should be noted that the Term of questionnaires with open questions ( Figure   1) and c) interviews with the director, the coordinator and three teachers (Tables 2   and 3).
The use of the questionnaires was carried out before the training process, in order to collect information related to the Is this course financed by any institution? 3.
What is your length of service in teaching? 4.
Was all this time spent in the Settlement? 5.
How are the science class schedules carried out in the school where you work? 6.
Are the plans made based on education in the countryside? Do you consider any special theoreticians? 7.
Are the proposed activities in class based on the reality of the students? Explain. 8.
In the institution where you work, is there a specific continuing education for the area of Science? If yes, does this training correspond to the needs of daily professional life? 9.
Could you cite some of the pedagogical matrices on which the pedagogy of the MST is based? 10.
Could you explain the pedagogical proposal for Science Teaching present in this school's Pedagogical Political Project? 11.
How are your Science classes taught? 12.
Did you participate in the construction of the school's curriculum this year? 13.
How did this construction and the choice of contents take place?  We consider that the SE presents similarities with the aspects advocated by the education of the MST, because it...

"contemplates the vision of a human
formation that is able to promote humansocial potentialities as a whole" (Maldaner & Zanon, 2004, p. 8). it is possible to work all aspects of the human being (Caldart, 2005(Caldart, , 2003(Caldart, , 2001. In this same perspective, Giroux (2003, p. 124, our translation) argues that A radical pedagogy, then, has to take seriously the task of creating conditions to modify subjectivity as it is constituted in the needs, impulses, passions and intelligence of the individual, as well as to transform the political, economic and social foundations of the society that is part of it.
For this, the author states that we note, from the interviews with D and C 1 , that the continuing training developed . in the school takes place at state level, as we can observe in the speech below: Right now you will have an MST meeting in Salvador and I will take most of the teachers so we start adapting the issue of new teachers and old ones also to be updating in this pedagogy of the Movement (DE).
It should be noted that the training carried out annually by the State Education Sector is not specific in Sciences, but it is a general formation, focused on the specificities of the Rural Education, as we observe in the words of P²: The school offers training more focused on the issue of education in the field where all teachers participate in training, but it is not specific to science teaching. And every year there is training on education in the field (P² E, our emphasis). There is no specific training for the area of science. There is a training process for rural education in the wider field (P² Q).
In the meantime, it is not enough This assertion is consistent with the ideas of Giroux and McLaren (1998, p. 126) when they mention that "Teachers need to develop pedagogical practices that link student experiences with those aspects of community life that shape and sustain such experiences." The authors argue that educators must assume a responsibility to understand the relationships and forces that We had three appointments. But he didn't have any. I had a girl who came from Salvador, but it didn't happen. So far not (EC). Not yet, because we set up with a person and, on the day, gave a problem and she was unable to attend. And, we are trying to rebrand another formation toward the teachers (DE).
From the speaks, we can infer that for a local formation, mainly in the area of Sciences, the school needs the support of researchers who take into account the specificities of education in the MST.
Thus, the absence of training within the . ... every time a school disregards and/or disrespects the history of its students, every time it deviates from the reality of those who should be its subjects, not recognizing them as such, it chooses to help uproot and fix its educators in a gift without ties (Caldart, 2001, p. 41).
Thus, when the teacher relates the contents of science to the concrete needs of the students, the process of conceptual significance as proposed in the SE (Maldaner & Zanon, 2004) happens, as well as there is a meaning in the subjectivity and apprehension of the reality that surrounds them. According to Maldaner and Zanon (2004), when the student learns in an articulated way to his social life, he has the ability to develop a . We want the social practice of students to be based on their training process (p. 23).
To this end, the continuing training of teachers becomes a fundamental part, so the teacher will be the agent who will guarantee the human formation of the subjects. Caldart (2005) emphasizes that the teacher who works in the schools of settlements should be concerned with the formation of educators in all dimensions.
In the words of Giroux (2003, p. 117 To address these aspects, the training developed at all levels (local, state and national) must deepen both practice and theory in MST education, interfering directly in the school curriculum. .

Final considerations
We have sought to present, from this research, a re-reading of the SE for the training of MST teachers, dialoguing with the critical pedagogy of Henry A. Giroux.
To this end, we seek to understand the specificities of the MST Pedagogy, how the teaching of sciences is guided, and also to present relations between the SE and critical pedagogy.
Education in the MST has a specificity, which is educating the social subject on the day to day of the Settlement.
And to this end, reality is the basis of every production of knowledge. In view of this principle, we consider, from the results, that the school in which the research was conducted has sought to relate the teaching to the context in which it is inserted. Thus, the basis of the educational process of educators is related to their social practice.
As an environment of human formation, this school seeks to train its educators through the state meetings held annually, and it is possible to study and reflect on the aspects related to the Despite the absence of local training, the reality of the Land in Sight Settlement has been worked by some teachers through . We are in favor of training that will