2026-11-132026-11-132024SOUSA, Cleide de. Práticas pedagógicas na pré-escola do campo em Altamira - Pará : espaço de boniteza. Orientador : Marta Genú Soares. 2024. 259 f. Tese (Doutorado em Educação) - Centro de Ciências e Educação, Universidade do Estado do Pará, Belém, 2024.https://portaldaposgraduacao.uepa.br/handle/riuepa/459AbertoPrática pedagógicaEducação infantil - Altamira (PA)Educadora - Altamira (PA)Educação ruralPedagogical practiceEarly childhood education - Altamira (PA)Educator - Altamira (PA)Rural educationTeseCiências HumanasCiências Humanas::EducaçãoCiências Humanas::Educação::Ensino-Aprendizagem::Métodos e Técnicas de EnsinoThis paper is the result of field research carried out in a preschool class in the countryside, located in the municipality of Altamira-Pará. The aim of the study is to identify challenges and possibilities in the pedagogical practices of rural preschools for the critical education of children, valuing the socio-cultural context. The thesis discusses the beauty of pedagogical practices based on a process of dialogue between children, teachers, families, the community and the interactions established with other professionals in the institution. It proposes the beauty of combinations and participatory reinventions as a possibility for pedagogical practices that stimulate criticality and value the ways of life of rural children. The methodological approach includes bibliographical and field research, interviews, document analysis, and the pedagogical resources used and built. Content analysis helped to analyse and categorise the data. The work is based on Freire (1997, 2019, 2020, 2021a, 2021b, 2021c, 2021d, 2022a, 2022c, 2022d, 2022e, 2023), Dussel (1993), Oliveira (2020), Oliveira (2015), Caldart (2009), Arroyo (2011), Freitas (2011), Vygotsky (2004), Mota Neto (2016), Loureiro (2015), Albuquerque and Sousa (2016), Barbosa (2010). The results are organised in sections that present: the researcher's journey and show the path that influenced the choice of the object and the question of study; the methodological foundations and research procedures; the discussions involving the authors that underpin the study and the category of beauty; the community, the institution and the preschool class in the countryside; the analyses and results of the study. The results show the partiality of Brazil's national education system in ensuring the rights of rural children to pre-school education in the countryside that respects and values their ways of life according to the socio-cultural context, as well as pointing to possibilities based on pedagogical practices that result from dialogical, participatory processes that involve teachers, interaction with other professionals in the educational institution, children, their families and the community.PPGED - Saberes culturais e educação na Amazônia