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The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis. |
