Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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As possibilidades de criação político-pedagógica na escola do campo
Full text linkABSTRACT. This article examines the experience of the Rural School Prof. Hermínio Pagotto, located in the Bela Vista do Chibarro Settlement in Araraquara, São Paulo. The school’s political-pedagogical project is grounded in valuing the knowledge, struggles, labor, and memories of rural communities. Funded by FAPESP, the research focuses on two core dimensions of school life: collective work and forms of political-pedagogical creation. Using a participatory research approach, this article investigates how teachers organize their work when implementing projects from the Municipal Department of Education. Data were collected through participant observation, field notes, teacher interviews, and document analysis. The study is supported by three key concepts: counter-regulation, creative activity, and pedagogical praxis. Findings highlight that the pedagogical work, rooted in concrete conditions and affective relationships among participants, fosters the construction of a socially referenced quality school where children and young people learn, engage, and produce collectively.ABSTRACT. This article examines the experience of the Rural School Prof. Hermínio Pagotto, located in the Bela Vista do Chibarro Settlement in Araraquara, São Paulo. The school’s political-pedagogical project is grounded in valuing the knowledge, struggles, labor, and memories of rural communities. Funded by FAPESP, the research focuses on two core dimensions of school life: collective work and forms of political-pedagogical creation. Using a participatory research approach, this article investigates how teachers organize their work when implementing projects from the Municipal Department of Education. Data were collected through participant observation, field notes, teacher interviews, and document analysis. The study is supported by three key concepts: counter-regulation, creative activity, and pedagogical praxis. Findings highlight that the pedagogical work, rooted in concrete conditions and affective relationships among participants, fosters the construction of a socially referenced quality school where children and young people learn, engage, and produce collectively.RESUMEN. Este artículo analiza la experiencia de la Escuela del Campo Prof. Hermínio Pagotto, ubicada en el Asentamiento Bela Vista do Chibarro, en Araraquara, São Paulo. El proyecto político-pedagógico de la escuela se basa en la valorización de los saberes, las luchas, el trabajo y las memorias de los sujetos del campo. Financiada por FAPESP, la investigación se centra en dos dimensiones esenciales de la vida escolar: el trabajo colectivo y las formas de creación político-pedagógica. A partir de un enfoque participativo, el artículo busca comprender cómo el profesorado organiza su trabajo en la implementación de proyectos de la Secretaría Municipal de Educación. Se emplearon datos de observación participante, diarios de campo, entrevistas y análisis documental. El estudio se sustenta en tres conceptos clave: contrarregulación, actividad creadora y praxis pedagógica. Los resultados muestran que la organización del trabajo pedagógico, enraizada en condiciones concretas y en relaciones afectivas, permite construir una escuela de calidad socialmente referenciada, donde niños y jóvenes aprenden, participan y producen colectivamente.ABSTRACT. This article examines the experience of the Rural School Prof. Hermínio Pagotto, located in the Bela Vista do Chibarro Settlement in Araraquara, São Paulo. The school’s political-pedagogical project is grounded in valuing the knowledge, struggles, labor, and memories of rural communities. Funded by FAPESP, the research focuses on two core dimensions of school life: collective work and forms of political-pedagogical creation. Using a participatory research approach, this article investigates how teachers organize their work when implementing projects from the Municipal Department of Education. Data were collected through participant observation, field notes, teacher interviews, and document analysis. The study is supported by three key concepts: counter-regulation, creative activity, and pedagogical praxis. Findings highlight that the pedagogical work, rooted in concrete conditions and affective relationships among participants, fosters the construction of a socially referenced quality school where children and young people learn, engage, and produce collectively.Este artigo analisa a experiência da Escola do Campo Prof. Hermínio Pagotto, situada no Assentamento Bela Vista do Chibarro, em Araraquara/SP, que adota um projeto político-pedagógico fundamentado na valorização dos saberes, das lutas, do trabalho e das memórias dos sujeitos do campo. Fruto de pesquisa financiada pela FAPESP, a investigação focaliza duas dimensões constitutivas da vida escolar: o trabalho coletivo e os modos de expressão da criação político-pedagógica. A pesquisa foi conduzida a partir da abordagem participante e, para este artigo, buscou-se compreender como o corpo docente organiza seu trabalho a partir da implementação dos projetos da Secretaria Municipal de Educação. Foram mobilizados dados provenientes de observação participante, diário de campo, entrevistas com professores(as) e análise documental. A investigação se ancora em três conceitos basilares: contrarregulação, atividade criadora/criativa e práxis pedagógica. Evidencia-se que a organização do trabalho pedagógico, enraizada em condições concretas e nas relações afetivas entre os sujeitos, possibilita a construção de uma escola de qualidade socialmente referenciada, na qual crianças e jovens aprendem, participam e produzem coletivamente.
Palavras-chave: práxis pedagógica, educação do campo, criação coletiva docente, pesquisa participante, trabalho pedagógico.
The Possibilities of Political-Pedagogical Development in Rural Schools
ABSTRACT. This article examines the experience of the Rural School Prof. Hermínio Pagotto, located in the Bela Vista do Chibarro Settlement in Araraquara, São Paulo. The school’s political-pedagogical project is grounded in valuing the knowledge, struggles, labor, and memories of rural communities. Funded by FAPESP, the research focuses on two core dimensions of school life: collective work and forms of political-pedagogical creation. Using a participatory research approach, this article investigates how teachers organize their work when implementing projects from the Municipal Department of Education. Data were collected through participant observation, field notes, teacher interviews, and document analysis. The study is supported by three key concepts: counter-regulation, creative activity, and pedagogical praxis. Findings highlight that the pedagogical work, rooted in concrete conditions and affective relationships among participants, fosters the construction of a socially referenced quality school where children and young people learn, engage, and produce collectively.
Keywords: Pedagogical praxis, rural education, Collective teaching creation, Participatory research, Pedagogical work
Las Posibilidades de Creación Político-Pedagógica en la Escuela Rural
RESUMEN. Este artículo analiza la experiencia de la Escuela del Campo Prof. Hermínio Pagotto, ubicada en el Asentamiento Bela Vista do Chibarro, en Araraquara, São Paulo. El proyecto político-pedagógico de la escuela se basa en la valorización de los saberes, las luchas, el trabajo y las memorias de los sujetos del campo. Financiada por FAPESP, la investigación se centra en dos dimensiones esenciales de la vida escolar: el trabajo colectivo y las formas de creación político-pedagógica. A partir de un enfoque participativo, el artículo busca comprender cómo el profesorado organiza su trabajo en la implementación de proyectos de la Secretaría Municipal de Educación. Se emplearon datos de observación participante, diarios de campo, entrevistas y análisis documental. El estudio se sustenta en tres conceptos clave: contrarregulación, actividad creadora y praxis pedagógica. Los resultados muestran que la organización del trabajo pedagógico, enraizada en condiciones concretas y en relaciones afectivas, permite construir una escuela de calidad socialmente referenciada, donde niños y jóvenes aprenden, participan y producen colectivamente.
Palabras clave: práxis pedagógica, educación rural, creación colectiva docente, investigación participativa, trabajo pedagógico
A Licenciatura em Educação do Campo no Brasil: uma trajetória em construção na formação de professores
Full text linkABSTRACT. The discussion about the need for teacher training in Brazil began after the country’s political independence. However, specific attention to the training of teachers for rural schools only started to gain relevance in the late 20th century. This study aims to analyze the contributions of Rural Education Degree Programs (Licenciaturas em Educação do Campo) to innovation and regional development in Brazil. To this end, a bibliometric review was conducted using the Google Scholar platform. The inclusion criteria considered publications from 2008 to 2023 based on literature reviews, documentary research, experience reports, or data collection. After applying these criteria, eleven studies were selected for analysis. The review and content analysis of these studies revealed that Rural Education Degree Programs have significantly contributed to the professional qualification of teachers working in rural areas. This qualification has led to improvements in the quality of education offered in rural schools and has also strengthened the permanence of populations in their places of origin, where they live, produce, and expand the possibilities for regional development.ABSTRACT. The discussion about the need for teacher training in Brazil began after the country’s political independence. However, specific attention to the training of teachers for rural schools only started to gain relevance in the late 20th century. This study aims to analyze the contributions of Rural Education Degree Programs (Licenciaturas em Educação do Campo) to innovation and regional development in Brazil. To this end, a bibliometric review was conducted using the Google Scholar platform. The inclusion criteria considered publications from 2008 to 2023 based on literature reviews, documentary research, experience reports, or data collection. After applying these criteria, eleven studies were selected for analysis. The review and content analysis of these studies revealed that Rural Education Degree Programs have significantly contributed to the professional qualification of teachers working in rural areas. This qualification has led to improvements in the quality of education offered in rural schools and has also strengthened the permanence of populations in their places of origin, where they live, produce, and expand the possibilities for regional development.RESUMEN. La discusión sobre la necesidad de formación docente en Brasil se inició tras la independencia política del país. Sin embargo, la atención específica a la formación de profesores para las escuelas del campo solo comenzó a cobrar relevancia a finales del siglo XX. Este trabajo tiene como objetivo analizar las contribuciones de las Licenciaturas en Educación del Campo a la innovación y al desarrollo regional en Brasil. Para ello, se realizó una revisión bibliométrica en la plataforma Google Académico. Los criterios de inclusión consideraron publicaciones entre los años 2008 y 2023, basadas en revisión bibliográfica, investigación documental, relatos de experiencia o levantamiento de datos. Tras aplicar los criterios, se seleccionaron once trabajos para su análisis. A partir del levantamiento y del análisis del contenido de estos estudios, se observó que los cursos de Licenciatura en Educación del Campo han contribuido significativamente a la cualificación profesional de los docentes que actúan en zonas rurales. Esta cualificación se refleja en la mejora de la calidad de la enseñanza ofrecida en las escuelas del campo y también en el fortalecimiento de la permanencia de las poblaciones en sus territorios de origen, donde viven, producen y amplían las posibilidades de desarrollo regional.ABSTRACT. The discussion about the need for teacher training in Brazil began after the country’s political independence. However, specific attention to the training of teachers for rural schools only started to gain relevance in the late 20th century. This study aims to analyze the contributions of Rural Education Degree Programs (Licenciaturas em Educação do Campo) to innovation and regional development in Brazil. To this end, a bibliometric review was conducted using the Google Scholar platform. The inclusion criteria considered publications from 2008 to 2023 based on literature reviews, documentary research, experience reports, or data collection. After applying these criteria, eleven studies were selected for analysis. The review and content analysis of these studies revealed that Rural Education Degree Programs have significantly contributed to the professional qualification of teachers working in rural areas. This qualification has led to improvements in the quality of education offered in rural schools and has also strengthened the permanence of populations in their places of origin, where they live, produce, and expand the possibilities for regional development.A discussão sobre a necessidade de formação docente no Brasil teve início após a independência política do país. No entanto, a atenção específica à formação de professores para as escolas do campo só começou a ganhar relevância a partir do final do século XX. Este trabalho tem como objetivo analisar as contribuições das Licenciaturas em Educação do Campo para a inovação e o desenvolvimento regional no Brasil. Para isso, foi realizada uma revisão bibliométrica na plataforma Google Acadêmico. Os critérios de inclusão consideraram publicações entre os anos de 2008 a 2023, baseadas em revisão bibliográfica, pesquisa documental, relatos de experiência ou levantamento de dados. Após a aplicação dos critérios, foram selecionados onze trabalhos para análise. A partir do levantamento e da análise do conteúdo desses estudos, observou-se que os cursos de Licenciatura em Educação do Campo têm contribuído significativamente para a qualificação profissional de professores que atuam nas zonas rurais. Essa qualificação reflete-se na melhoria da qualidade do ensino oferecido nas escolas do campo e também no fortalecimento da permanência das populações em seus territórios de origem, onde vivem, produzem e ampliam as possibilidades de desenvolvimento regional.
Palavras-chave: formação docente, revisão bibliométrica, inovação, desenvolvimento regional.
The Degree in Rural Education in Brazil: a path under construction in teacher training
ABSTRACT. The discussion about the need for teacher training in Brazil began after the country’s political independence. However, specific attention to the training of teachers for rural schools only started to gain relevance in the late 20th century. This study aims to analyze the contributions of Rural Education Degree Programs (Licenciaturas em Educação do Campo) to innovation and regional development in Brazil. To this end, a bibliometric review was conducted using the Google Scholar platform. The inclusion criteria considered publications from 2008 to 2023 based on literature reviews, documentary research, experience reports, or data collection. After applying these criteria, eleven studies were selected for analysis. The review and content analysis of these studies revealed that Rural Education Degree Programs have significantly contributed to the professional qualification of teachers working in rural areas. This qualification has led to improvements in the quality of education offered in rural schools and has also strengthened the permanence of populations in their places of origin, where they live, produce, and expand the possibilities for regional development.
Keywords: teacher training, bibliometric review, innovation, regional development.
La licenciatura en Educación Rural en Brasil: una trayectoria en construcción en la formación de profesores
RESUMEN. La discusión sobre la necesidad de formación docente en Brasil se inició tras la independencia política del país. Sin embargo, la atención específica a la formación de profesores para las escuelas del campo solo comenzó a cobrar relevancia a finales del siglo XX. Este trabajo tiene como objetivo analizar las contribuciones de las Licenciaturas en Educación del Campo a la innovación y al desarrollo regional en Brasil. Para ello, se realizó una revisión bibliométrica en la plataforma Google Académico. Los criterios de inclusión consideraron publicaciones entre los años 2008 y 2023, basadas en revisión bibliográfica, investigación documental, relatos de experiencia o levantamiento de datos. Tras aplicar los criterios, se seleccionaron once trabajos para su análisis. A partir del levantamiento y del análisis del contenido de estos estudios, se observó que los cursos de Licenciatura en Educación del Campo han contribuido significativamente a la cualificación profesional de los docentes que actúan en zonas rurales. Esta cualificación se refleja en la mejora de la calidad de la enseñanza ofrecida en las escuelas del campo y también en el fortalecimiento de la permanencia de las poblaciones en sus territorios de origen, donde viven, producen y amplían las posibilidades de desarrollo regional.
Palabras clave: formación docente, revisión bibliométrica, innovación, desarrollo regional
Lá e Aqui: Periodização do Povo Karajá-Yxambioá
Full text linkO presente artigo tem como objetivo compreender como o povo Karajá-Yxambioá entende sua história e a divide a partir de marcos importantes para seu povo, ou seja, desde a Saída do fundo do rio, passando pela adaptação ao mundo externo até a fixação no município de Santa Fé do Araguaia, onde estão atualmente. Trabalhamos com autores como Goody (2008) e Elias (1998) para refletir teoricamente como ocorrem as periodizações a partir de marcos temporais, entendendo as diversas formas de concepção do tempo e período em diversos grupos, para assim dar ênfase à periodização do povo Karajá-Yxambioá, pois essa se diferencia da História imposta pela Europa ao mundo. Para conhecer como os Karajá-Yxambioá periodizam sua História, nos valemos da História Oral a partir das discussões de Portelli (1997) e Thompson (1992). Nesse sentido, entrevistamos quatro anciões do povo no intuito de conhecer os marcos históricos que compõe a periodização e perceber a importância de narrar não somente de forma oral, mas escrita a História dos Karajá-Yxambioá.
 
MONITORAMENTO DO USO DA TERRA NO ALTO CURSO DA BACIA HIDROGRÁFICA DO RIO PERDIDO, QUEDAS DO IGUAÇU-PR, NO PERÍODO ENTRE 2008 E 2023
Full text linkThe study of land use and occupation is an important tool for understanding alterations and transformations in landscape characteristics and is fundamental for environmental analyses. Policies and markets can create opportunities or limitations for land use, such as the Brazilian Forest Code, which is a law created to regulate vegetation preservation and forest exploitation, among other functions. Thus, this study proposes to analyze changes in land use between 2008 and 2023 in the upper course of the Perdido River basin, in the municipality of Quedas do Iguaçu-PR. Land-use classes were vectorized using QGIS and Google Earth Pro software, after which simple and multiple monitoring were performed. It was possible to verify that the tree-vegetation class had a suppression in coverage of approximately 19.80%, although it is worth noting that in some areas, this class showed increases. It was observed that there was an increase in areas of cropland, advancing mainly over tree vegetation, which demonstrates the occurrence of deforestation in the research area during the analyzed period.O estudo do uso e ocupação do solo é uma importante ferramenta para o conhecimento das alterações e transformações das características da paisagem, sendo fundamental para as análises ambientais. As políticas e os mercados podem criar oportunidades ou limitações quanto ao uso da terra, tal como o Código Florestal Brasileiro que é uma lei criada para normatizar a preservação da vegetação e a exploração florestal, entre outras funções. Desta forma, o presente trabalho propõe analisar as alterações no uso da terra, entre os anos de 2008 e 2023, no alto curso da bacia hidrográfica do Rio Perdido, município de Quedas do Iguaçu-PR. As classes de uso da terra foram vetorizadas utilizando os softwares QGIS e Google Earth Pro, após foram realizados os monitoramentos simples e múltiplo. Foi possível constatar que a classe vegetação arbórea teve uma supressão na cobertura em cerca de 19,80%, porém, destaca-se que houve incrementos dessa mesma classe em algumas áreas. Observou-se que ocorreu o aumento das áreas de lavoura, avançando principalmente sobre a vegetação arbórea, o que demonstra a ocorrência de desmatamento na área de pesquisa no período analisado
A integração das tecnologias digitais no contexto da Educação do Campo: documentos oficiais
Full text linkABSTRACT. This article aims to identify the integration of digital technologies in Rural Education with an emphasis on analyzing official documents governing this area. The theoretical framework is based on the concepts of Caldart (2012) and Munarim (2014). To this end, we adopted a qualitative bibliographical approach, guided by the documentary analysis of CNE/CEB Resolution No. 01, of April 3, 2002, Law No. 13,005, which instituted the National Education Plan, and CNE/CP Opinion No. 22/2020, of December 8, 2020. In this context, we apply Discursive Textual Analysis (DTA) to explore and understand the approach present in the documents regarding the incorporation of digital technologies in Rural Education. As a result, four categories emerged: i. access to technology; ii. organization and integration of ICT into the curriculum; iii. integration of technologies, and iv. technological promotion and training. The analysis revealed that, although the documents recognize the relevance of ICT there are still challenges regarding infrastructure, teacher training, and adaptation to the context. Therefore, it is concluded that their effective integration into Rural Education requires consistent public policies and adequate training beyond the simple provision of equipment.ABSTRACT. This article aims to identify the integration of digital technologies in Rural Education with an emphasis on analyzing official documents governing this area. The theoretical framework is based on the concepts of Caldart (2012) and Munarim (2014). To this end, we adopted a qualitative bibliographical approach, guided by the documentary analysis of CNE/CEB Resolution No. 01, of April 3, 2002, Law No. 13,005, which instituted the National Education Plan, and CNE/CP Opinion No. 22/2020, of December 8, 2020. In this context, we apply Discursive Textual Analysis (DTA) to explore and understand the approach present in the documents regarding the incorporation of digital technologies in Rural Education. As a result, four categories emerged: i. access to technology; ii. organization and integration of ICT into the curriculum; iii. integration of technologies, and iv. technological promotion and training. The analysis revealed that, although the documents recognize the relevance of ICT there are still challenges regarding infrastructure, teacher training, and adaptation to the context. Therefore, it is concluded that their effective integration into Rural Education requires consistent public policies and adequate training beyond the simple provision of equipment.RESUMEN. Este artículo busca identificar la integración de las tecnologías digitales en la Educación Rural, con énfasis en el análisis de los documentos oficiales que rigen esta área. El marco teórico se basa en los conceptos de Caldart (2012) y Munarim (2014). Para ello, adoptamos un enfoque bibliográfico cualitativo, guiado por el análisis documental de la Resolución CNE/CEB n.º 01, del 3 de abril de 2002, la Ley n.º 13.005, que instituyó el Plan Nacional de Educación, y el Dictamen CNE/CP n.º 22/2020, del 8 de diciembre de 2020. En este contexto, utilizamos el Análisis Textual Discursivo (ATD) para explorar y comprender el enfoque presente en los documentos respecto a la incorporación de las tecnologías digitales en la Educación Rural. Como resultado, emergieron cuatro categorías: i. acceso a la tecnología; ii. organización e integración de las TIC en el currículo; iii. integración de las tecnologías, y iv. promoción y capacitación tecnológica. El análisis reveló que, si bien los documentos reconocen la relevancia de las TIC, persisten desafíos en materia de infraestructura, formación docente y adaptación al contexto rural. Por lo tanto, se concluye que su integración efectiva en la Educación Rural requiere políticas públicas consistentes y una capacitación adecuada, más allá de la simple dotación de equipos.ABSTRACT. This article aims to identify the integration of digital technologies in Rural Education with an emphasis on analyzing official documents governing this area. The theoretical framework is based on the concepts of Caldart (2012) and Munarim (2014). To this end, we adopted a qualitative bibliographical approach, guided by the documentary analysis of CNE/CEB Resolution No. 01, of April 3, 2002, Law No. 13,005, which instituted the National Education Plan, and CNE/CP Opinion No. 22/2020, of December 8, 2020. In this context, we apply Discursive Textual Analysis (DTA) to explore and understand the approach present in the documents regarding the incorporation of digital technologies in Rural Education. As a result, four categories emerged: i. access to technology; ii. organization and integration of ICT into the curriculum; iii. integration of technologies, and iv. technological promotion and training. The analysis revealed that, although the documents recognize the relevance of ICT there are still challenges regarding infrastructure, teacher training, and adaptation to the context. Therefore, it is concluded that their effective integration into Rural Education requires consistent public policies and adequate training beyond the simple provision of equipment.O presente artigo tem como objetivo identificar a integração das tecnologias digitais no âmbito da Educação do Campo, com ênfase na análise dos documentos oficiais que regem essa área. O aporte teórico gravita nas concepções de Caldart (2012) e Munarim (2014). Para tanto, adotou-se uma abordagem qualitativa caracterizada como bibliográfica, norteada pela análise documental da Resolução CNE/CEB nº 01, de 03 de abril de 2002, da Lei nº 13.005, que institui o Plano Nacional de Educação, e do Parecer CNE/CP nº 22/2020, de 08 de dezembro de 2020. Nesse contexto, utilizou-se a Análise Textual Discursiva (ATD), a fim de explorar e compreender a abordagem presente nos documentos em relação à incorporação do uso das tecnologias digitais na Educação do Campo. Como resultado, emergiram quatro categorias: i. acesso à tecnologia; ii. organização e integração das TDIC no currículo; iii. integração das tecnologias, e iv. promoção e capacitação tecnológica. A análise evidenciou que, embora os documentos reconheçam a relevância das TDIC, persistem desafios quanto à infraestrutura, à formação docente e à adequação ao contexto campesino. Conclui-se, portanto, que sua efetiva integração na Educação do Campo requer políticas públicas consistentes e formação adequada, para além da simples oferta de equipamentos.
Palavras-chave: educação do campo, tecnologias digitais, inclusão digital, formação docente, análise textual discursiva.
The integration of digital technologies in the Rural Education context: official documents
ABSTRACT. This article aims to identify the integration of digital technologies in Rural Education with an emphasis on analyzing official documents governing this area. The theoretical framework is based on the concepts of Caldart (2012) and Munarim (2014). To this end, we adopted a qualitative bibliographical approach, guided by the documentary analysis of CNE/CEB Resolution No. 01, of April 3, 2002, Law No. 13,005, which instituted the National Education Plan, and CNE/CP Opinion No. 22/2020, of December 8, 2020. In this context, we apply Discursive Textual Analysis (DTA) to explore and understand the approach present in the documents regarding the incorporation of digital technologies in Rural Education. As a result, four categories emerged: i. access to technology; ii. organization and integration of ICT into the curriculum; iii. integration of technologies, and iv. technological promotion and training. The analysis revealed that, although the documents recognize the relevance of ICT there are still challenges regarding infrastructure, teacher training, and adaptation to the context. Therefore, it is concluded that their effective integration into Rural Education requires consistent public policies and adequate training beyond the simple provision of equipment.
Keywords: rural education, digital technologies, digital inclusion, teacher training, discursive textual analysis.
La integración de las tecnologías digitales en el contexto de la Educación Rural: documentos oficiales
RESUMEN. Este artículo busca identificar la integración de las tecnologías digitales en la Educación Rural, con énfasis en el análisis de los documentos oficiales que rigen esta área. El marco teórico se basa en los conceptos de Caldart (2012) y Munarim (2014). Para ello, adoptamos un enfoque bibliográfico cualitativo, guiado por el análisis documental de la Resolución CNE/CEB n.º 01, del 3 de abril de 2002, la Ley n.º 13.005, que instituyó el Plan Nacional de Educación, y el Dictamen CNE/CP n.º 22/2020, del 8 de diciembre de 2020. En este contexto, utilizamos el Análisis Textual Discursivo (ATD) para explorar y comprender el enfoque presente en los documentos respecto a la incorporación de las tecnologías digitales en la Educación Rural. Como resultado, emergieron cuatro categorías: i. acceso a la tecnología; ii. organización e integración de las TIC en el currículo; iii. integración de las tecnologías, y iv. promoción y capacitación tecnológica. El análisis reveló que, si bien los documentos reconocen la relevancia de las TIC, persisten desafíos en materia de infraestructura, formación docente y adaptación al contexto rural. Por lo tanto, se concluye que su integración efectiva en la Educación Rural requiere políticas públicas consistentes y una capacitación adecuada, más allá de la simple dotación de equipos.
Palabras clave: educación rural, tecnologías digitales, inclusión digital, formación docente, análisis textual discursivo
Território Ecofeminista: semeando o Estado da Arte
Full text linkABSTRACT. In this article, ecofeminism is presented as a praxis (a combination of theory and practice) in order to assist in the formulation of a theoretical-methodological proposal that understands how ecological issues have differently impacted women and other political minorities, as well as allowing for approaches that recognize ecological movements already organized and led by women. To this end, definitions of ecofeminism are presented, with an emphasis on the readings and interpretations of Latin American authors, followed by a systematic survey of two different databases—Scielo and Sucupira Plataform—with the aim of (1) identifying trends in research on ecofeminism in Brazil and; (2) understand how they have been worked on and disseminated based on the following categories: area, institution, year, region, master's dissertations, and/or doctoral theses. Finally, we will present data that reveal a rise in ecofeminist debate in Brazil and its greater incidence in the area of humanities.ABSTRACT. In this article, ecofeminism is presented as a praxis (a combination of theory and practice) in order to assist in the formulation of a theoretical-methodological proposal that understands how ecological issues have differently impacted women and other political minorities, as well as allowing for approaches that recognize ecological movements already organized and led by women. To this end, definitions of ecofeminism are presented, with an emphasis on the readings and interpretations of Latin American authors, followed by a systematic survey of two different databases—Scielo and Sucupira Plataform—with the aim of (1) identifying trends in research on ecofeminism in Brazil and; (2) understand how they have been worked on and disseminated based on the following categories: area, institution, year, region, master's dissertations, and/or doctoral theses. Finally, we will present data that reveal a rise in ecofeminist debate in Brazil and its greater incidence in the area of humanities.RESUMEN. En el presente artículo, el ecofeminismo se presenta como una praxis (conjunción entre teoría y práctica) con el fin de ayudar a formular una propuesta teórico-metodológica que comprenda cómo las cuestiones ecológicas han impactado de manera diferente a las mujeres y otras minorías políticas, y que permita orientaciones que reconozcan los movimientos ecológicos ya organizados y protagonizados por mujeres. Para ello, se presentan las definiciones de ecofeminismo, con énfasis en las lecturas e interpretaciones de autoras latinoamericanas, y a continuación se realiza un estudio sistematizado en dos bases de datos diferentes, Scielo y Sucupira, con el fin de (1) identificar las tendencias en la investigación sobre ecofeminismo en Brasil y (2) comprender cómo se han trabajado y difundido a partir de las siguientes categorías: área, institución, año, región, disertaciones de maestría y/o tesis de doctorado. Al final, presentaremos datos que revelan un auge del debate ecofeminista en Brasil y su mayor incidencia en el área de las Ciencias Humanas.ABSTRACT. In this article, ecofeminism is presented as a praxis (a combination of theory and practice) in order to assist in the formulation of a theoretical-methodological proposal that understands how ecological issues have differently impacted women and other political minorities, as well as allowing for approaches that recognize ecological movements already organized and led by women. To this end, definitions of ecofeminism are presented, with an emphasis on the readings and interpretations of Latin American authors, followed by a systematic survey of two different databases—Scielo and Sucupira Plataform—with the aim of (1) identifying trends in research on ecofeminism in Brazil and; (2) understand how they have been worked on and disseminated based on the following categories: area, institution, year, region, master's dissertations, and/or doctoral theses. Finally, we will present data that reveal a rise in ecofeminist debate in Brazil and its greater incidence in the area of humanities.No presente artigo, o ecofeminismo é apresentado como uma práxis (conjunção entre teoria e prática) a fim de auxiliar na formulação de uma proposta teórico-metodológica que compreenda como as questões ecológicas têm impactado diferentemente as mulheres e outras minorias políticas, bem como permita encaminhamentos que reconheçam os movimentos ecológicos já organizados e protagonizados por mulheres. Para tal, é apresentado as definições de ecofeminismo, com ênfase nas leituras e interpretações de autoras latino-americanas e, se seguida, realizado um levantamento sistematizado em dois bancos de dados diferentes - Scielo e Plataforma Sucupira da CAPES - com o intuito de (1) identificar as tendências acerca da pesquisa sobre ecofeminismo no Brasil e; (2) compreender como elas têm sido trabalhadas e divulgadas a partir das seguintes categorias: área, instituição, ano, região, dissertações de mestrado e/ou teses de doutorado. Ao fim, apresentaremos dados que revelam uma ascensão do debate ecofeminista no Brasil e sua maior incidência na área das Ciências Humanas.
Palavras-chave: estado da arte, ecofeminismo, scielo, plataforma sucupira.
Ecofeminist territory: seeding the State of the Art
ABSTRACT. In this article, ecofeminism is presented as a praxis (a combination of theory and practice) in order to assist in the formulation of a theoretical-methodological proposal that understands how ecological issues have differently impacted women and other political minorities, as well as allowing for approaches that recognize ecological movements already organized and led by women. To this end, definitions of ecofeminism are presented, with an emphasis on the readings and interpretations of Latin American authors, followed by a systematic survey of two different databases—Scielo and Sucupira Plataform—with the aim of (1) identifying trends in research on ecofeminism in Brazil and; (2) understand how they have been worked on and disseminated based on the following categories: area, institution, year, region, master's dissertations, and/or doctoral theses. Finally, we will present data that reveal a rise in ecofeminist debate in Brazil and its greater incidence in the area of humanities.
Keywords: state of art, ecofeminism, scielo, sucupira plataform.
Territorio ecofeminista: sembrando el Estado del Arte
RESUMEN. En el presente artículo, el ecofeminismo se presenta como una praxis (conjunción entre teoría y práctica) con el fin de ayudar a formular una propuesta teórico-metodológica que comprenda cómo las cuestiones ecológicas han impactado de manera diferente a las mujeres y otras minorías políticas, y que permita orientaciones que reconozcan los movimientos ecológicos ya organizados y protagonizados por mujeres. Para ello, se presentan las definiciones de ecofeminismo, con énfasis en las lecturas e interpretaciones de autoras latinoamericanas, y a continuación se realiza un estudio sistematizado en dos bases de datos diferentes, Scielo y Sucupira, con el fin de (1) identificar las tendencias en la investigación sobre ecofeminismo en Brasil y (2) comprender cómo se han trabajado y difundido a partir de las siguientes categorías: área, institución, año, región, disertaciones de maestría y/o tesis de doctorado. Al final, presentaremos datos que revelan un auge del debate ecofeminista en Brasil y su mayor incidencia en el área de las Ciencias Humanas.
Palabras clave: estado del arte, ecofeminismo, scielo, plataforma sucupira
Ensino remoto durante a pandemia: vozes dos docentes da Escola Municipal Rural em Caldas Novas, Goiás, Brasil
Full text linkABSTRACT. This study aims to analyze the impacts of emergency remote teaching and teacher training during the Covid-19 pandemic, focusing on the Waldomiro Gonçalves de Souza Rural Municipal School, in Caldas Novas, Goiás, Brazil. The central problem is understanding the challenges faced by teachers due to technological and structural limitations of remote teaching in rural areas. The general objective is to analyze teacher training and the use of digital technologies in this context, emphasizing the challenges and adaptations adopted to ensure the continuity of teaching. This is an exploratory, qualitative study that uses semi-structured interviews with eight elementary school teachers (1st to 9th grade), along with a bibliographic review on the subject. The reports highlight difficulties related to internet connectivity, the use of digital platforms, and the lack of adequate pedagogical support. The results indicate that inequality in internet access, teacher workload, and the ineffectiveness of training programs were critical factors. Furthermore, digital exclusion directly impacted students' learning. The research highlights the need for investments in infrastructure and continuous teacher training to reduce educational inequalities in rural areas and ensure more equitable and accessible education.ABSTRACT. This study aims to analyze the impacts of emergency remote teaching and teacher training during the Covid-19 pandemic, focusing on the Waldomiro Gonçalves de Souza Rural Municipal School, in Caldas Novas, Goiás, Brazil. The central problem is understanding the challenges faced by teachers due to technological and structural limitations of remote teaching in rural areas. The general objective is to analyze teacher training and the use of digital technologies in this context, emphasizing the challenges and adaptations adopted to ensure the continuity of teaching. This is an exploratory, qualitative study that uses semi-structured interviews with eight elementary school teachers (1st to 9th grade), along with a bibliographic review on the subject. The reports highlight difficulties related to internet connectivity, the use of digital platforms, and the lack of adequate pedagogical support. The results indicate that inequality in internet access, teacher workload, and the ineffectiveness of training programs were critical factors. Furthermore, digital exclusion directly impacted students' learning. The research highlights the need for investments in infrastructure and continuous teacher training to reduce educational inequalities in rural areas and ensure more equitable and accessible education.RESUMEN. La investigación analiza los impactos de la enseñanza remota de emergencia y la formación docente durante la pandemia de Covid-19, centrándose en la Escuela Municipal Rural Waldomiro Gonçalves de Souza, en Caldas Novas, Goiás, Brasil. El problema central es comprender los desafíos enfrentados por los docentes debido a las limitaciones tecnológicas y estructurales de la enseñanza remota en áreas rurales. El objetivo general es analizar la formación docente y el uso de tecnologías digitales en este contexto, enfatizando los desafíos y adaptaciones adoptadas para garantizar la continuidad del proceso educativo. Se trata de una investigación exploratoria, de enfoque cualitativo, que utiliza entrevistas semiestructuradas con ocho docentes de educación primaria (1.º a 9.º grado), además de una revisión bibliográfica sobre el tema. Los testimonios resaltan dificultades relacionadas con la conectividad a internet, el uso de plataformas digitales y la falta de apoyo pedagógico adecuado. Los resultados indican que la desigualdad en el acceso a internet, la sobrecarga de trabajo docente y la ineficacia de los programas de capacitación fueron factores críticos. Además, la exclusión digital afectó directamente el aprendizaje de los estudiantes. Destaca-se la necesidad de invertir en infraestructura y en la formación continua de los docentes para reducir las desigualdades educativas en el medio rural y garantizar una educación más equitativa y accesible.ABSTRACT. This study aims to analyze the impacts of emergency remote teaching and teacher training during the Covid-19 pandemic, focusing on the Waldomiro Gonçalves de Souza Rural Municipal School, in Caldas Novas, Goiás, Brazil. The central problem is understanding the challenges faced by teachers due to technological and structural limitations of remote teaching in rural areas. The general objective is to analyze teacher training and the use of digital technologies in this context, emphasizing the challenges and adaptations adopted to ensure the continuity of teaching. This is an exploratory, qualitative study that uses semi-structured interviews with eight elementary school teachers (1st to 9th grade), along with a bibliographic review on the subject. The reports highlight difficulties related to internet connectivity, the use of digital platforms, and the lack of adequate pedagogical support. The results indicate that inequality in internet access, teacher workload, and the ineffectiveness of training programs were critical factors. Furthermore, digital exclusion directly impacted students' learning. The research highlights the need for investments in infrastructure and continuous teacher training to reduce educational inequalities in rural areas and ensure more equitable and accessible education.A pesquisa investiga os impactos do ensino remoto emergencial e da formação docente durante a pandemia de Covid-19, com foco na Escola Municipal Rural Waldomiro Gonçalves de Souza, em Caldas Novas, Goiás. O problema central é compreender os desafios enfrentados pelos professores diante das limitações tecnológicas e estruturais do ensino remoto em áreas rurais. O objetivo geral é analisar a formação docente e o uso das tecnologias digitais nesse contexto, com ênfase nos desafios e adaptações adotadas para manter a continuidade do ensino. Trata-se de uma pesquisa exploratória, de abordagem qualitativa, que utiliza entrevistas semiestruturadas com oito professoras do Ensino Fundamental (1º ao 9º ano), além de revisão bibliográfica sobre o tema. Os relatos apontam dificuldades na conectividade, no uso das plataformas digitais e na ausência de suporte pedagógico adequado. Os resultados indicam que a desigualdade no acesso à internet, a sobrecarga de trabalho docente e a ineficácia das capacitações oferecidas foram fatores críticos. Além disso, a exclusão digital impactou diretamente a aprendizagem dos estudantes. A pesquisa destaca a necessidade de investimentos em infraestrutura e formação contínua dos professores, visando reduzir as desigualdades educacionais no campo e garantir um ensino mais equitativo e acessível.
Palavras-chave: formação docente, ensino remoto, crise sanitária, educação rural, desigualdades educacionais.
Remote Teaching During the Pandemic: Voices of Teachers from the Rural Municipal School in Caldas Novas, Goiás, Brazil
ABSTRACT. This study aims to analyze the impacts of emergency remote teaching and teacher training during the Covid-19 pandemic, focusing on the Waldomiro Gonçalves de Souza Rural Municipal School, in Caldas Novas, Goiás, Brazil. The central problem is understanding the challenges faced by teachers due to technological and structural limitations of remote teaching in rural areas. The general objective is to analyze teacher training and the use of digital technologies in this context, emphasizing the challenges and adaptations adopted to ensure the continuity of teaching. This is an exploratory, qualitative study that uses semi-structured interviews with eight elementary school teachers (1st to 9th grade), along with a bibliographic review on the subject. The reports highlight difficulties related to internet connectivity, the use of digital platforms, and the lack of adequate pedagogical support. The results indicate that inequality in internet access, teacher workload, and the ineffectiveness of training programs were critical factors. Furthermore, digital exclusion directly impacted students' learning. The research highlights the need for investments in infrastructure and continuous teacher training to reduce educational inequalities in rural areas and ensure more equitable and accessible education.
Keywords: teacher training, remote teaching, health crisis, rural education, educational inequalities.
Enseñanza remota durante la pandemia: Voces de docentes de la Escuela Municipal Rural en Caldas Novas, Goiás, Brasil
RESUMEN. La investigación analiza los impactos de la enseñanza remota de emergencia y la formación docente durante la pandemia de Covid-19, centrándose en la Escuela Municipal Rural Waldomiro Gonçalves de Souza, en Caldas Novas, Goiás, Brasil. El problema central es comprender los desafíos enfrentados por los docentes debido a las limitaciones tecnológicas y estructurales de la enseñanza remota en áreas rurales. El objetivo general es analizar la formación docente y el uso de tecnologías digitales en este contexto, enfatizando los desafíos y adaptaciones adoptadas para garantizar la continuidad del proceso educativo. Se trata de una investigación exploratoria, de enfoque cualitativo, que utiliza entrevistas semiestructuradas con ocho docentes de educación primaria (1.º a 9.º grado), además de una revisión bibliográfica sobre el tema. Los testimonios resaltan dificultades relacionadas con la conectividad a internet, el uso de plataformas digitales y la falta de apoyo pedagógico adecuado. Los resultados indican que la desigualdad en el acceso a internet, la sobrecarga de trabajo docente y la ineficacia de los programas de capacitación fueron factores críticos. Además, la exclusión digital afectó directamente el aprendizaje de los estudiantes. Destaca-se la necesidad de invertir en infraestructura y en la formación continua de los docentes para reducir las desigualdades educativas en el medio rural y garantizar una educación más equitativa y accesible.
Palabras clave: formación docente, enseñanza remota, crisis sanitaria, educación rural, desigualdades educativas
EDUCAÇÃO POPULAR E LITERATURA VIVA: RESISTÊNCIA DECOLONIAL NA COMUNIDADE VIVA DEUS (IMPERATRIZ/MA)
Full text linkThe research investigates the resistance practices of the Comunidade Viva Deus, located in the rural area of Imperatriz/MA. The aim is to understand how individuals develop strategies to remain in the territory through popular education. The methodology is action research, using interviews, participant observation, and photographic and audiovisual records. The theoretical framework is based on concepts of popular education, territoriality, and decoloniality. The results indicate that culture circles and oral and visual narrative practices have strengthened collective identity, encouraged the resumption of land cultivation, and contributed to the appreciation of popular knowledge.A pesquisa investiga as práticas de resistência da Comunidade Viva Deus, situada na zona rural de Imperatriz/MA. O objetivo é compreender como os sujeitos constroem estratégias de permanência no território por meio da educação popular. A metodologia é pesquisa-ação, com uso de entrevistas, observação participante e registros fotográficos e audiovisuais. A fundamentação teórica baseia-se em conceitos de educação popular, territorialidade e decolonialidade. Os resultados indicam que os círculos de cultura e as práticas narrativas orais e visuais têm fortalecido a identidade coletiva, incentivado a retomada do cultivo da terra e contribuído para a valorização do saber popular
DECOLONIZANDO MENTES, SABERES E ENSINO: DIÁLOGOS E RESISTÊNCIA PARA O ENSINO-APRENDIZAGEM
Full text linkThe main objective of this dossier is to examine the teaching-learning practices that have emerged from literatures with decolonial profiles and contours, which attempt to create new narratives and dialogues. Therefore, this issue is composed of the following sections: 1) theoretical discussions on the trajectory of the decolonial turn in literature; 2) methodologies and practices applied in teaching and learning; 3) analysis of results achieved in the classroom; and 4) a study of authors and works imbued with cultural resistance. As a result, we share a rich body of work in which literature and teaching are combined as a source for the emancipation of knowledge.Possuímos como objetivo principal deste dossiê examinar as práxis de ensino-aprendizagem emergidas das literaturas com perfis e contornos decoloniais, as quais tentam irromper novas narrativas e diálogos. Mediante o exposto, este número é composto pelos seguintes eixos: 1) discussões teóricas que versem sobre o percurso do giro decolonial na literatura; 2) metodologias e práxis aplicadas no ensino-aprendizagem; 3) análise de resultados efetivados em sala de aula e 4) estudo acerca de autores e obras impregnadas de resistências culturais. Como resultado, compartilhamos uma fértil produção em que a literatura e o ensino se aliam como fonte para a emancipação de saberes
MARCADORES TERRITORIAIS FRONTEIRIÇOS COMO AGENDA PARA POLÍTICAS DE INDÚSTRIA CRIATIVA PARA AS CIDADES GÊMEAS DA ARGENTINA E BRASIL
Full text linkThis article explores how territorial border markers between Argentina and Brazil can contribute to the formulation of creative industry policies. The study focuses on the twin cities of São Borja (Brazil) and San Tomé (Argentina), territories with Jesuit-Guarani heritage and historical, social, cultural, patrimonial, and economic markers linked to riverside communities along the Uruguay River and the activities of the Unified Border Center (CUF). The research adopts a qualitative, exploratory, and descriptive approach, including a literature review across three thematic areas, systematized observations, field diary entries, photographs, cartographies, and analysis of journalistic materials conducted between July and December 2024. The markers were organized into typologies and evaluated using indicators related to products and services, creativity, science and technology, economy and income generation, public policies, and interactions. The results reveal real and potential impacts on the creative industry, reinforcing the production of knowledge, culture, tourism, and cross-border socioeconomic integration, highlighting the importance of cultural appreciation, dissemination, and democratization for sustainable territorial development.O artigo problematiza como os marcadores territoriais fronteiriços entre Argentina e Brasil podem contribuir para a formulação de políticas de indústria criativa. O estudo foca nas cidades gêmeas São Borja (Brasil) e San Tomé (Argentina), territórios com herança Jesuítico-Guarani, marcadores históricos, sociais, culturais, patrimoniais e econômicos vinculados às comunidades ribeirinhas do rio Uruguai e às atividades do Centro Unificado de Fronteira (CUF). A pesquisa adota abordagem qualitativa, de caráter exploratório e descritivo, incluindo revisão de literatura em três eixos temáticos, observações sistematizadas, registros em diário de campo, fotografias, cartografias e análise de matérias jornalísticas, realizadas entre julho e dezembro de 2024. Os marcadores foram organizados em tipologias e avaliados por indicadores relacionados a produtos e serviços, criatividade, ciência e tecnologia, economia e geração de renda, políticas públicas e interações. Os resultados demonstram impactos reais e potenciais na indústria criativa, reforçando a produção de conhecimento, cultura, turismo e integração socioeconômica transfronteiriça, destacando a importância da valorização, difusão e democratização cultural para o desenvolvimento territorial sustentável