Public School Teachers' Pedagogical Trends in a City of Rio Grande do Sul

Abstract

This study analyzed the pedagogical trends adopted by teachers of the final years of Elementary Education in peripheral schools in a city of Rio Grande do Sul and whether they promote the democratization of knowledge. Structured questionnaires were applied in six schools, with the participation of thirteen teachers. Three liberal trends were identified in 85% of the speeches, with the liberal renewed progressive trend being predominant in 46% of them. It was concluded that these trends do not contribute to the democratization of schools, as they have assumptions unrelated to student emancipation. It is suggested that similar studies be carried out in other regions, contexts, and levels of education.