Training And Pedagogical Practices Of Rural Vocational Education Instructors In The Context Of Andragogy: An Analysis Of Social Representations

Abstract: Background: Rural vocational education plays a key role in training professionals trained to work in the agricultural and farming sector, contributing to the sustainable development of rural communities. In this context, Andragogy, as a pedagogical approach aimed at teaching adults, emerges as a relevant alternative to meet the specific demands of this audience and enhance learning. Material and Methods: The present study used a qualitative approach to analyze the social representations of rural vocational education instructors about Andragogy. Data were collected through semi-structured interviews with instructors working in the area. The instructors' statements were categorized and grouped to identify the main perceptions and challenges related to the application of Andragogy in the context of rural vocational education. Results: The analysis of the trainers' social representations revealed that Andragogy is perceived as an essential pedagogical approach to better serve adult professionals in their learning process. The results highlighted the importance of the flexibility and adaptability of this methodology to meet the needs and interests of the trainees, as well as to value their experiences and previous knowledge. Conclusion: The results point to the relevance of Andragogy as an effective tool in the training of adult professionals in rural vocational education. The sensitive and personalized approach of this methodology demonstrates the importance of recognizing the uniqueness of each learner, considering their experiences and expectations. The implementation of Andragogy can promote a more motivating and enriching teaching environment, encouraging the professional development of adults and contributing to the improvement of rural education.