Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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INDICADORES PEIRS DE SUSTENTABILIDADE PARA A CARCINICULTURA EM ÁGUAS INTERIORES NO SEMIÁRIDO BRASILEIRO
Get PDFInland shrimp farming in the semi-arid region of Rio Grande do Norte has expanded steadily, driven by the economic potential of the activity but accompanied by environmental challenges related to intensive water use and effluent generation. This qualitative, descriptive, and exploratory study applied the PEIRS model, composed of the Pressure, State, Impact, Response, and Sustainability dimensions, to identify and analyze 15 socio-environmental indicators relevant to continental aquaculture in northeastern Brazil. The results showed that the pressure and impact indicators, especially water consumption, effluent volume, and changes in soil fertility, represent significant risks in a territory marked by water scarcity and high ecological sensitivity. Conversely, strategies such as water reuse through biofloc systems, pond impermeabilization, environmental certifications, and the use of phytoremediation demonstrated potential to mitigate adverse environmental effects. Technical training of workers also proved essential to strengthen local governance and promote more efficient and sustainable production practices. The study concludes that the PEIRS model is a strategic and replicable tool for systematizing sustainability in shrimp farming and supporting public policies adapted to the specific conditions of the Brazilian semi-arid region.A carcinicultura em águas interiores do semiárido potiguar tem se expandido de forma crescente, impulsionada pelo potencial econômico da atividade, mas acompanhada de desafios ambientais relacionados ao uso intensivo de água e à geração de efluentes. Este estudo qualitativo, de caráter descritivo e exploratório, aplicou o modelo PEIRS, composto pelas dimensões Pressão, Estado, Impacto, Resposta e Sustentabilidade, com o objetivo de identificar e analisar 15 indicadores socioambientais aplicáveis à aquicultura continental no Rio Grande do Norte. Os resultados evidenciaram que os indicadores de pressão e impacto, especialmente o consumo de água, o volume de efluentes e as alterações na fertilidade do solo, representam riscos significativos em um território marcado por escassez hídrica e elevada sensibilidade ecológica. Em contrapartida, estratégias como o reuso hídrico por bioflocos, a impermeabilização de viveiros, as certificações ambientais e o uso de fitorremediação demonstraram potencial para mitigar os efeitos adversos da atividade. A capacitação técnica dos trabalhadores também se mostrou fundamental para o fortalecimento da governança local e para a adoção de práticas produtivas mais eficientes. Conclui-se que o modelo PEIRS constitui uma ferramenta estratégica e replicável para sistematizar a sustentabilidade da carcinicultura e apoiar políticas públicas adaptadas às condições do semiárido brasileiro
Alfabetizar-letrando, multisseriado e formação continuada: indagações e desafios à educação do campo
Get PDFABSTRACT. This article presents reflections on literacy and literacy in multi-grade classes. This is an exploratory study, supported by the (auto)biographical method, whose general objective is to understand the challenges faced by elementary school teachers – initial years to teach literacy in multi-grade classes, in Monte Santo, Bahia. The empirical bases were constructed through an online chat, called a virtual biographical space, with five teachers, through Google Meet, to problematize the details inherent to literacy education in multi-grade classes. The study interweaves the experiences, knowledge and experiences of the collaborators with the concepts of authors who discuss literacy and literacies (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multi-grade (Hage, 2006; 2011; 2014) and teacher training (Nóvoa, 2001; 2009; 2014; Imbernón, 2010; Arroyo, 2007; Freire, 2015). The dialogue with the teachers, actors and authors of this process led to the understanding that teaching literacy in multi-grade, in rural classes and/or schools, requires pedagogical practices based on situated sociocultural practices, multiple teaching and learning strategies, ongoing training and contextualized and specific training activities with teachers.ABSTRACT. This article presents reflections on literacy and literacy in multi-grade classes. This is an exploratory study, supported by the (auto)biographical method, whose general objective is to understand the challenges faced by elementary school teachers – initial years to teach literacy in multi-grade classes, in Monte Santo, Bahia. The empirical bases were constructed through an online chat, called a virtual biographical space, with five teachers, through Google Meet, to problematize the details inherent to literacy education in multi-grade classes. The study interweaves the experiences, knowledge and experiences of the collaborators with the concepts of authors who discuss literacy and literacies (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multi-grade (Hage, 2006; 2011; 2014) and teacher training (Nóvoa, 2001; 2009; 2014; Imbernón, 2010; Arroyo, 2007; Freire, 2015). The dialogue with the teachers, actors and authors of this process led to the understanding that teaching literacy in multi-grade, in rural classes and/or schools, requires pedagogical practices based on situated sociocultural practices, multiple teaching and learning strategies, ongoing training and contextualized and specific training activities with teachers.RESUMEN. Este artículo presenta reflexiones sobre la alfabetización y la alfabetización en las clases multigrado. Se trata de un estudio exploratorio, apoyado en el método (auto)biográfico, cuyo objetivo general es comprender los desafíos que enfrentan los profesores de Educación Primaria - años iniciales para la alfabetización en clases multigrado, en Monte Santo, Bahía. Las bases empíricas se construyeron a través de un chat en línea, denominado espacio virtual biográfico, con cinco docentes, a través de Google Meet, para problematizar los detalles inherentes a la alfabetización-alfabetización en el multigrado. El estudio entrelaza las vivencias, saberes y vivencias de los colaboradores con las concepciones de autores que discuten alfabetización y alfabetización (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multiseries (Hage, 2006; 2011; 2014) y formación docente (Nóvoa, 2001; 2009; El diálogo con docentes, actores y autores de este proceso llevó a comprender que la alfabetización-alfabetización en multigrado, en clases y/o escuelas rurales, requiere prácticas pedagógicas basadas en prácticas socioculturales situadas, múltiples estrategias de enseñanza y aprendizaje, formación continua y actos de formación contextualizados y específicos con los docentes.ABSTRACT. This article presents reflections on literacy and literacy in multi-grade classes. This is an exploratory study, supported by the (auto)biographical method, whose general objective is to understand the challenges faced by elementary school teachers – initial years to teach literacy in multi-grade classes, in Monte Santo, Bahia. The empirical bases were constructed through an online chat, called a virtual biographical space, with five teachers, through Google Meet, to problematize the details inherent to literacy education in multi-grade classes. The study interweaves the experiences, knowledge and experiences of the collaborators with the concepts of authors who discuss literacy and literacies (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multi-grade (Hage, 2006; 2011; 2014) and teacher training (Nóvoa, 2001; 2009; 2014; Imbernón, 2010; Arroyo, 2007; Freire, 2015). The dialogue with the teachers, actors and authors of this process led to the understanding that teaching literacy in multi-grade, in rural classes and/or schools, requires pedagogical practices based on situated sociocultural practices, multiple teaching and learning strategies, ongoing training and contextualized and specific training activities with teachers.O presente artigo apresenta reflexões sobre alfabetização e letramentos em turmas multisseriadas. Trata-se de um estudo exploratório, apoiado no método (auto)biográfico, cujo objetivo geral é compreender os desafios enfrentados por professores do Ensino Fundamental – anos iniciais para alfabetizar-letrando em turmas multisséries, em Monte Santo, Bahia. As bases empíricas foram construídas por meio de um bate-papo on-line, denominado de espaço virtual biográfico, com cinco docentes, por intermédio do Google Meet, para problematizar as minúcias inerentes a alfabetizar-letrando na multissérie. O estudo entretece as experiências, os saberes e as vivências dos colaboradores com as concepções de autores que discutem sobre alfabetização e letramentos (Soares, 2001, 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multisseriado (Hage, 2006, 2011, 2014) e formação de professores (Nóvoa, 2001, 2009, 2014; Imbernón, 2010; Arroyo, 2007; Freire, 2015). O diálogo com os professores, atores e autores desse processo, levou a compreensão de que alfabetizar-letrando na multissérie, em turmas e/ou escolas do campo, exige práticas pedagógicas fundamentadas em práticas socioculturais situadas, múltiplas estratégias de ensino e aprendizagem, formação continuada e atos formativos contextualizados e específicos com os professores.
Palavras-chave: Alfabetizar-letrando. Multisseriado. Formação continuada. Educação do campo.
Literacy education, multi-grade classes and continuing education: questions and challenges for rural education
ABSTRACT. This article presents reflections on literacy and literacy in multi-grade classes. This is an exploratory study, supported by the (auto)biographical method, whose general objective is to understand the challenges faced by elementary school teachers – initial years to teach literacy in multi-grade classes, in Monte Santo, Bahia. The empirical bases were constructed through an online chat, called a virtual biographical space, with five teachers, through Google Meet, to problematize the details inherent to literacy education in multi-grade classes. The study interweaves the experiences, knowledge and experiences of the collaborators with the concepts of authors who discuss literacy and literacies (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multi-grade (Hage, 2006; 2011; 2014) and teacher training (Nóvoa, 2001; 2009; 2014; Imbernón, 2010; Arroyo, 2007; Freire, 2015). The dialogue with the teachers, actors and authors of this process led to the understanding that teaching literacy in multi-grade, in rural classes and/or schools, requires pedagogical practices based on situated sociocultural practices, multiple teaching and learning strategies, ongoing training and contextualized and specific training activities with teachers.
Keywords: Literacy-literacy. Multi-grade. Continuing education. Rural education.
Alfabetización-alfabetización, multiserie y formación continua: interrogantes y desafíos para la educación rural
RESUMEN. Este artículo presenta reflexiones sobre la alfabetización y la alfabetización en las clases multigrado. Se trata de un estudio exploratorio, apoyado en el método (auto)biográfico, cuyo objetivo general es comprender los desafíos que enfrentan los profesores de Educación Primaria - años iniciales para la alfabetización en clases multigrado, en Monte Santo, Bahía. Las bases empíricas se construyeron a través de un chat en línea, denominado espacio virtual biográfico, con cinco docentes, a través de Google Meet, para problematizar los detalles inherentes a la alfabetización-alfabetización en el multigrado. El estudio entrelaza las vivencias, saberes y vivencias de los colaboradores con las concepciones de autores que discuten alfabetización y alfabetización (Soares, 2001; 2013; Tfouni, 2010; Freire, 2011; Street, 2014), multiseries (Hage, 2006; 2011; 2014) y formación docente (Nóvoa, 2001; 2009; El diálogo con docentes, actores y autores de este proceso llevó a comprender que la alfabetización-alfabetización en multigrado, en clases y/o escuelas rurales, requiere prácticas pedagógicas basadas en prácticas socioculturales situadas, múltiples estrategias de enseñanza y aprendizaje, formación continua y actos de formación contextualizados y específicos con los docentes.
Palabras clave: Alfabetización-alfabetización. Multiserie. Formación continua. Educación rural
A resistência comunitária em prol da Escola Municipal do Campo Professora Edith Ebiner Eckert, Paranavaí / PR (1974-2023)
Get PDFABSTRACT. The objective of this study is to understand the process of resistance and struggle of the community of farms Jaraguá, Paranavaí, Paraná to maintain his school. It was created by the municipality as a multiserous rural school in 1967. We discussed socio-historical aspects of the Jaraguá Rural School and its transformation into Municipal School of Professor Edith Ebiner Eckert. We show the strong relationship of the residents' association and the political role played by a neighborhood leadership for its maintenance. The text addresses its legal life entertained to school legislation and documents, the Municipal Secretariat of Education and City Council. We worked with a focal group with five former teachers and a former company and also conducted research in the newspaper Diário do Noroeste. This school resisted the dismantling of isolated institutions. We highlight the centrality it exerts in people's lives, learning, memories, maintenance of traditions and sociocultural integration. Many life stories were conformed in this place and social representations constituted about this institution mostly focused on children of workers.ABSTRACT. The objective of this study is to understand the process of resistance and struggle of the community of farms Jaraguá, Paranavaí, Paraná to maintain his school. It was created by the municipality as a multiserous rural school in 1967. We discussed socio-historical aspects of the Jaraguá Rural School and its transformation into Municipal School of Professor Edith Ebiner Eckert. We show the strong relationship of the residents' association and the political role played by a neighborhood leadership for its maintenance. The text addresses its legal life entertained to school legislation and documents, the Municipal Secretariat of Education and City Council. We worked with a focal group with five former teachers and a former company and also conducted research in the newspaper Diário do Noroeste. This school resisted the dismantling of isolated institutions. We highlight the centrality it exerts in people's lives, learning, memories, maintenance of traditions and sociocultural integration. Many life stories were conformed in this place and social representations constituted about this institution mostly focused on children of workers.RESUMEN. El objetivo de este estudio es comprender el proceso de resistencia y lucha de la comunidad de granjas Jaraguá, Paranavaí, Paraná para mantener su escuela. Fue creado por el municipio como una escuela rural múltiple en 1967. Discutimos aspectos sociohistóricos de la Escuela Rural Jaraguá y su transformación en la Escuela Municipal de Profesor Edith Ebiner Eckert. Mostramos la fuerte relación de la Asociación de Residentes y el papel político desempeñado por un liderazgo del vecindario para su mantenimiento. El texto aborda su vida legal entretenida a la legislación y documentos escolares, la Secretaría Municipal de Educación y Ayuntamiento. Trabajamos con un grupo focal con cinco ex maestros y una antigua compañía y también realizamos investigaciones en el periódico Diário do Noroeste. Esta escuela resistió el desmantelamiento de instituciones aisladas. Destacamos la centralidad que ejerce en la vida de las personas, el aprendizaje, los recuerdos, el mantenimiento de las tradiciones y la integración sociocultural. Muchas historias de vida se conformaron en este lugar y las representaciones sociales constituidas sobre esta institución se centraron principalmente en niños de trabajadores.ABSTRACT. The objective of this study is to understand the process of resistance and struggle of the community of farms Jaraguá, Paranavaí, Paraná to maintain his school. It was created by the municipality as a multiserous rural school in 1967. We discussed socio-historical aspects of the Jaraguá Rural School and its transformation into Municipal School of Professor Edith Ebiner Eckert. We show the strong relationship of the residents' association and the political role played by a neighborhood leadership for its maintenance. The text addresses its legal life entertained to school legislation and documents, the Municipal Secretariat of Education and City Council. We worked with a focal group with five former teachers and a former company and also conducted research in the newspaper Diário do Noroeste. This school resisted the dismantling of isolated institutions. We highlight the centrality it exerts in people's lives, learning, memories, maintenance of traditions and sociocultural integration. Many life stories were conformed in this place and social representations constituted about this institution mostly focused on children of workers.O objetivo deste estudo é compreender o processo de resistência e luta da comunidade das Chácaras Jaraguá, Paranavaí, Paraná para manter a sua escola. Ela foi criada pelo município como escola rural multisseriada em 1967. Discutimos aspectos sócio-históricos da Escola Rural das Chácaras Jaraguá e sua transformação em Escola Municipal do Campo Professora Edith Ebiner Eckert. Mostramos a forte relação da Associação dos Moradores e o papel político exercido por uma liderança do bairro pela sua manutenção. O texto aborda a sua vida legal entretecida a legislação e documentos da escola, da Secretaria Municipal de Educação e Câmara Municipal de Vereadores. Trabalhamos com um grupo focal com cinco ex-professoras e uma ex-cozinheira e também realizamos pesquisa no Jornal Diário do Noroeste. Essa escola resistiu ao desmantelamento das instituições isoladas. Evidenciamos a centralidade que exerce na vida das pessoas, nas aprendizagens, formação de memórias, manutenção de tradições e de integração sociocultural. Muitas histórias de vida foram conformadas nesse lugar e representações sociais constituídas sobre essa instituição majoritariamente voltada para filhos de trabalhadores.
Palavras-chave: escola do campo, escola rural, associação de moradores, educação.
Community resistance in favor of the Municipal Campo School Professora Edith Ebiner Eckert, Paranavaí/PR (1974-2023)
ABSTRACT. The objective of this study is to understand the process of resistance and struggle of the community of farms Jaraguá, Paranavaí, Paraná to maintain his school. It was created by the municipality as a multiserous rural school in 1967. We discussed socio-historical aspects of the Jaraguá Rural School and its transformation into Municipal School of Professor Edith Ebiner Eckert. We show the strong relationship of the residents' association and the political role played by a neighborhood leadership for its maintenance. The text addresses its legal life entertained to school legislation and documents, the Municipal Secretariat of Education and City Council. We worked with a focal group with five former teachers and a former company and also conducted research in the newspaper Diário do Noroeste. This school resisted the dismantling of isolated institutions. We highlight the centrality it exerts in people's lives, learning, memories, maintenance of traditions and sociocultural integration. Many life stories were conformed in this place and social representations constituted about this institution mostly focused on children of workers.
Keywords: countryside school, rural school, residents’ association, education.
Resistencia comunitaria a favor del profesor Edith Ebiner Eckert Municipal School, Paranavaí / PR (1974-2023)
RESUMEN. El objetivo de este estudio es comprender el proceso de resistencia y lucha de la comunidad de granjas Jaraguá, Paranavaí, Paraná para mantener su escuela. Fue creado por el municipio como una escuela rural múltiple en 1967. Discutimos aspectos sociohistóricos de la Escuela Rural Jaraguá y su transformación en la Escuela Municipal de Profesor Edith Ebiner Eckert. Mostramos la fuerte relación de la Asociación de Residentes y el papel político desempeñado por un liderazgo del vecindario para su mantenimiento. El texto aborda su vida legal entretenida a la legislación y documentos escolares, la Secretaría Municipal de Educación y Ayuntamiento. Trabajamos con un grupo focal con cinco ex maestros y una antigua compañía y también realizamos investigaciones en el periódico Diário do Noroeste. Esta escuela resistió el desmantelamiento de instituciones aisladas. Destacamos la centralidad que ejerce en la vida de las personas, el aprendizaje, los recuerdos, el mantenimiento de las tradiciones y la integración sociocultural. Muchas historias de vida se conformaron en este lugar y las representaciones sociales constituidas sobre esta institución se centraron principalmente en niños de trabajadores.
Palabras clave: escuela del campo, escuela rural, asociación de residentes, educación.
Incongruências nas políticas públicas de educação para a formação inicial de professores da escola do campo
Get PDFABSTRACT. This text discusses the initial training of rural teachers based on public education policies. The aim is to identify the educational policies aimed at the initial training of rural educators, thus reflecting on the advances and limitations of teacher training for Rural Education in Brazil. This is a bibliographic and documentary study, whose main documents are the National Education Plan (2014-2024); the National Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação Nacional-LDB, Law No. 9.394/1996); CF/1988; the “Operational Guidelines for Rural Schools” (Resolution National Education Council- (Conselho Nacional de Educação) CNE/Basic Education Chamber (Câmara da Educação Básica) - CEB No. 1, of April 3, 2002), CNE/CP Resolution No. 2 of 2019 and CNE/CP Resolution No. 4 of 2024. The results show that the inclusion in legal documents of the educational demands of the rural population, historically excluded from public social policies, was only possible through the organization and struggle of social movements. This means that the social organization of rural collectives is a political act, an act of resistance and existence for these social groups.ABSTRACT. This text discusses the initial training of rural teachers based on public education policies. The aim is to identify the educational policies aimed at the initial training of rural educators, thus reflecting on the advances and limitations of teacher training for Rural Education in Brazil. This is a bibliographic and documentary study, whose main documents are the National Education Plan (2014-2024); the National Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação Nacional-LDB, Law No. 9.394/1996); CF/1988; the “Operational Guidelines for Rural Schools” (Resolution National Education Council- (Conselho Nacional de Educação) CNE/Basic Education Chamber (Câmara da Educação Básica) - CEB No. 1, of April 3, 2002), CNE/CP Resolution No. 2 of 2019 and CNE/CP Resolution No. 4 of 2024. The results show that the inclusion in legal documents of the educational demands of the rural population, historically excluded from public social policies, was only possible through the organization and struggle of social movements. This means that the social organization of rural collectives is a political act, an act of resistance and existence for these social groups.RESUMEN. Este texto aborda la formación inicial de profesores de escuelas rurales a partir de las políticas públicas educativas. El objetivo es identificar las políticas educativas dirigidas a la formación inicial de los educadores rurales y reflexionar sobre los avances y límites de la formación docente para la Educación Rural en Brasil. Se trata de un estudio bibliográfico y documental en el que los principales documentos de referencia son el Plan Nacional de Educación (2014-2024), la Ley de Directrices y Bases de la Educación Nacional (LDB, Ley n.º 9.394/1996), la CF/1988, las “Directrices Operativas para las Escuelas Rurales” (Resolución del Consejo Nacional de Educación-CNE/Cámara de Educación Básica-CEB n.º 1, de 3 de abril de 2002), la Resolución CNE/CP n.º 2 de 2019 y la Resolución CNE/CP n.º 4 de 2024. Los resultados muestran que la incorporación de las demandas educativas de las poblaciones rurales, históricamente excluidas de las políticas públicas sociales, solo se produjo a través de la organización y la lucha de los movimientos sociales. Esto significa que la organización social de los colectivos rurales es un acto político, un acto de resistencia y de existencia de estos grupos sociales.ABSTRACT. This text discusses the initial training of rural teachers based on public education policies. The aim is to identify the educational policies aimed at the initial training of rural educators, thus reflecting on the advances and limitations of teacher training for Rural Education in Brazil. This is a bibliographic and documentary study, whose main documents are the National Education Plan (2014-2024); the National Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação Nacional-LDB, Law No. 9.394/1996); CF/1988; the “Operational Guidelines for Rural Schools” (Resolution National Education Council- (Conselho Nacional de Educação) CNE/Basic Education Chamber (Câmara da Educação Básica) - CEB No. 1, of April 3, 2002), CNE/CP Resolution No. 2 of 2019 and CNE/CP Resolution No. 4 of 2024. The results show that the inclusion in legal documents of the educational demands of the rural population, historically excluded from public social policies, was only possible through the organization and struggle of social movements. This means that the social organization of rural collectives is a political act, an act of resistance and existence for these social groups.Este texto discute a formação inicial dos professores da escola do campo a partir das políticas públicas educacionais. Tem-se por perspectiva identificar as políticas educacionais voltadas para a formação inicial de educadores do campo, e assim refletir acerca dos avanços e limites da formação de professores para a Educação do Campo no Brasil. Trata-se de um estudo de caráter bibliográfico e documental que tem como principais documentos o Plano Nacional de Educação (2014-2024); a Lei de Diretrizes e Bases da Educação Nacional (LDB, Lei no 9.394/1996); Constituição Federal de 1988 (CF/1988); as “Diretrizes Operacionais das Escolas do Campo” (Resolução Conselho Nacional de Educação-CNE/Câmara da Educação Básica-CEB no 1, de 3 de abril de 2002); a Resolução CNE/CP nº 2 de 2019; e a Resolução CNE/CP n.º 4 de 2024. Nos resultados, verifica-se que a que a incorporação nos documentos legais das demandas educacionais das populações do campo, que historicamente foram excluídos das políticas públicas sociais, somente se efetivou mediante a organização e luta dos movimentos sociais. O que significa dizer que a organização social dos coletivos campesinos é um ato político, um ato de resistência e existência desses grupos sociais.
Palavras-chave: formação inicial, escola do campo, Educação do Campo, legislação nacional.
Inconsistencies in public education policies for the initial training of teachers in rural schools
ABSTRACT. This text discusses the initial training of rural teachers based on public education policies. The aim is to identify the educational policies aimed at the initial training of rural educators, thus reflecting on the advances and limitations of teacher training for Rural Education in Brazil. This is a bibliographic and documentary study, whose main documents are the National Education Plan (2014-2024); the National Education Guidelines and Bases Law (Lei de Diretrizes e Bases da Educação Nacional-LDB, Law No. 9.394/1996); CF/1988; the “Operational Guidelines for Rural Schools” (Resolution National Education Council- (Conselho Nacional de Educação) CNE/Basic Education Chamber (Câmara da Educação Básica) - CEB No. 1, of April 3, 2002), CNE/CP Resolution No. 2 of 2019 and CNE/CP Resolution No. 4 of 2024. The results show that the inclusion in legal documents of the educational demands of the rural population, historically excluded from public social policies, was only possible through the organization and struggle of social movements. This means that the social organization of rural collectives is a political act, an act of resistance and existence for these social groups.
Keywords: initial training, rural school, Rural Education, national legislation.
Inconsistencias en las políticas educativas públicas para la formación inicial de docentes en escuelas rurales
RESUMEN. Este texto aborda la formación inicial de profesores de escuelas rurales a partir de las políticas públicas educativas. El objetivo es identificar las políticas educativas dirigidas a la formación inicial de los educadores rurales y reflexionar sobre los avances y límites de la formación docente para la Educación Rural en Brasil. Se trata de un estudio bibliográfico y documental en el que los principales documentos de referencia son el Plan Nacional de Educación (2014-2024), la Ley de Directrices y Bases de la Educación Nacional (LDB, Ley n.º 9.394/1996), la CF/1988, las “Directrices Operativas para las Escuelas Rurales” (Resolución del Consejo Nacional de Educación-CNE/Cámara de Educación Básica-CEB n.º 1, de 3 de abril de 2002), la Resolución CNE/CP n.º 2 de 2019 y la Resolución CNE/CP n.º 4 de 2024. Los resultados muestran que la incorporación de las demandas educativas de las poblaciones rurales, históricamente excluidas de las políticas públicas sociales, solo se produjo a través de la organización y la lucha de los movimientos sociales. Esto significa que la organización social de los colectivos rurales es un acto político, un acto de resistencia y de existencia de estos grupos sociales.
Palabras clave: formación inicial, escuela rural, Educación Rural, legislación nacional
Tecnologias Digitais e práticas inventivas na Educação do Campo: vivências com crianças em território de assentamento rural em Montes Claros-MG
Get PDFABSTRACT. This article describes inventive pedagogical practices that, when coupled with Digital Technologies (DT), were implemented by a teacher-researcher pursuing a master’s degree in Education at the State University of Montes Claros (Unimontes). These practices were developed within the project Web Guardians: Navigating the Internet Safely, linked to the Digital Education HUB Research Group at Unimontes, and took place in a multigrade class of the early years of elementary education at a rural settlement school in Montes Claros, Minas Gerais, Brazil. The proposal sought to value and integrate local experiences into the educational context, contributing to the construction of an immersive environment and promoting digital education. The methodology adopted in this study combines the cartographic method in research-intervention with autoethnography, aiming to describe inventive practices within OnLIFE Education. The main findings reveal strong student engagement and motivation, demonstrating the potential of inventive practices associated with Digital Technologies to overcome traditional approaches and to value local knowledge. These outcomes were evident even in the face of structural challenges, such as limited connectivity and inadequate technological resources in the territory, highlighting the constraints imposed by the lack of infrastructure in rural contexts. It can be concluded that inventive practices and Digital Technologies indeed enhance the perspective of Rural Education; however, their effectiveness remains conditioned by the need to address infrastructure deficiencies.ABSTRACT. This article describes inventive pedagogical practices that, when coupled with Digital Technologies (DT), were implemented by a teacher-researcher pursuing a master’s degree in Education at the State University of Montes Claros (Unimontes). These practices were developed within the project Web Guardians: Navigating the Internet Safely, linked to the Digital Education HUB Research Group at Unimontes, and took place in a multigrade class of the early years of elementary education at a rural settlement school in Montes Claros, Minas Gerais, Brazil. The proposal sought to value and integrate local experiences into the educational context, contributing to the construction of an immersive environment and promoting digital education. The methodology adopted in this study combines the cartographic method in research-intervention with autoethnography, aiming to describe inventive practices within OnLIFE Education. The main findings reveal strong student engagement and motivation, demonstrating the potential of inventive practices associated with Digital Technologies to overcome traditional approaches and to value local knowledge. These outcomes were evident even in the face of structural challenges, such as limited connectivity and inadequate technological resources in the territory, highlighting the constraints imposed by the lack of infrastructure in rural contexts. It can be concluded that inventive practices and Digital Technologies indeed enhance the perspective of Rural Education; however, their effectiveness remains conditioned by the need to address infrastructure deficiencies.RESUMEN. Este artículo describe prácticas pedagógicas inventivas que, al integrarse con las Tecnologías Digitales (TD), fueron implementadas por una profesora-investigadora en formación en el programa de maestría en Educación de la Universidad Estatal de Montes Claros (Unimontes). Las prácticas se desarrollaron en el proyecto Web Guardians: navegando con seguridad en internet, vinculado al Grupo de Investigación HUB de Educación Digital de la Unimontes, y tuvieron lugar en una clase multigrado de los primeros años de la educación primaria en una escuela de un asentamiento rural en Montes Claros, Minas Gerais, Brasil. La propuesta buscó valorar e integrar las experiencias locales al contexto educativo, contribuyendo a la construcción de un entorno inmersivo y promoviendo la educación digital. La metodología adoptada en este estudio combina el método de la cartografía en investigación-intervención y la autoetnografía, con el propósito de describir las prácticas inventivas en la Educación OnLIFE. Los principales resultados indican un alto nivel de compromiso y motivación de los estudiantes, lo que demuestra el potencial de las prácticas inventivas asociadas a las Tecnologías Digitales para superar enfoques tradicionales y valorar los saberes locales. Estos resultados se observaron incluso frente a desafíos estructurales, como la falta de conectividad y de tecnologías adecuadas para el territorio, lo que evidencia las limitaciones impuestas por la carencia de infraestructura en contextos rurales. Se puede concluir que las prácticas inventivas y las Tecnologías Digitales, en efecto, potencian la perspectiva de la Educación del Campo; sin embargo, su efectividad depende del enfrentamiento de las deficiencias de infraestructura.ABSTRACT. This article describes inventive pedagogical practices that, when coupled with Digital Technologies (DT), were implemented by a teacher-researcher pursuing a master’s degree in Education at the State University of Montes Claros (Unimontes). These practices were developed within the project Web Guardians: Navigating the Internet Safely, linked to the Digital Education HUB Research Group at Unimontes, and took place in a multigrade class of the early years of elementary education at a rural settlement school in Montes Claros, Minas Gerais, Brazil. The proposal sought to value and integrate local experiences into the educational context, contributing to the construction of an immersive environment and promoting digital education. The methodology adopted in this study combines the cartographic method in research-intervention with autoethnography, aiming to describe inventive practices within OnLIFE Education. The main findings reveal strong student engagement and motivation, demonstrating the potential of inventive practices associated with Digital Technologies to overcome traditional approaches and to value local knowledge. These outcomes were evident even in the face of structural challenges, such as limited connectivity and inadequate technological resources in the territory, highlighting the constraints imposed by the lack of infrastructure in rural contexts. It can be concluded that inventive practices and Digital Technologies indeed enhance the perspective of Rural Education; however, their effectiveness remains conditioned by the need to address infrastructure deficiencies.Este artigo descreve práticas pedagógicas inventivas que, acopladas às Tecnologias Digitais (TD), foram implementadas por uma professora-pesquisadora em formação no mestrado em educação da Universidade Estadual de Montes Claros. As práticas foram desenvolvidas no projeto Web Guardians: navegando com segurança na internet, vinculado ao Grupo de Pesquisa HUB de Educação Digital da Unimontes e ocorreram em uma turma multisseriada dos anos iniciais do ensino fundamental em uma escola de assentamento rural em Montes Claros-MG. A proposta visou valorizar e integrar as vivências locais ao contexto educacional, contribuindo para a construção de um ambiente imersivo e promovendo a educação digital. A metodologia adotada neste estudo é o método da cartografia em pesquisa-intervenção e a autoetnografia, para a descrição das práticas inventivas na Educação OnLIFE. Os principais resultados indicam o engajamento e a motivação dos estudantes, demonstrando o potencial das práticas inventivas associadas às Tecnologias Digitais, para superação de abordagens tradicionais e valorização de saberes locais. Esses resultados foram observados mesmo diante de desafios estruturais, como a ausência de conectividade e tecnologias adequadas para o território, evidenciando as limitações impostas pela falta de infraestrutura em contextos rurais. Pode-se concluir que as práticas inventivas e as Tecnologias Digitais de fato potencializam a perspectiva da Educação do Campo, mas isso está condicionado ao enfrentamento das carências de infraestrutura.
Palavras-chave: práticas inventivas, tecnologias digitais, educação do campo, cartografia, autoetnografia.
Digital technologies and inventive practices in Rural Education: experiences with children in rural settlement territory in Montes Claros-MG
ABSTRACT. This article describes inventive pedagogical practices that, when coupled with Digital Technologies (DT), were implemented by a teacher-researcher pursuing a master’s degree in Education at the State University of Montes Claros (Unimontes). These practices were developed within the project Web Guardians: Navigating the Internet Safely, linked to the Digital Education HUB Research Group at Unimontes, and took place in a multigrade class of the early years of elementary education at a rural settlement school in Montes Claros, Minas Gerais, Brazil. The proposal sought to value and integrate local experiences into the educational context, contributing to the construction of an immersive environment and promoting digital education. The methodology adopted in this study combines the cartographic method in research-intervention with autoethnography, aiming to describe inventive practices within OnLIFE Education. The main findings reveal strong student engagement and motivation, demonstrating the potential of inventive practices associated with Digital Technologies to overcome traditional approaches and to value local knowledge. These outcomes were evident even in the face of structural challenges, such as limited connectivity and inadequate technological resources in the territory, highlighting the constraints imposed by the lack of infrastructure in rural contexts. It can be concluded that inventive practices and Digital Technologies indeed enhance the perspective of Rural Education; however, their effectiveness remains conditioned by the need to address infrastructure deficiencies.
Keywords: inventive practices, digital technologies, rural education, cartography, autoethnography.
Tecnologías digitales y prácticas inventivas en la Educación del Campo: experiencias con niños en un asentamiento rural en Montes Claros-MG
RESUMEN. Este artículo describe prácticas pedagógicas inventivas que, al integrarse con las Tecnologías Digitales (TD), fueron implementadas por una profesora-investigadora en formación en el programa de maestría en Educación de la Universidad Estatal de Montes Claros (Unimontes). Las prácticas se desarrollaron en el proyecto Web Guardians: navegando con seguridad en internet, vinculado al Grupo de Investigación HUB de Educación Digital de la Unimontes, y tuvieron lugar en una clase multigrado de los primeros años de la educación primaria en una escuela de un asentamiento rural en Montes Claros, Minas Gerais, Brasil. La propuesta buscó valorar e integrar las experiencias locales al contexto educativo, contribuyendo a la construcción de un entorno inmersivo y promoviendo la educación digital. La metodología adoptada en este estudio combina el método de la cartografía en investigación-intervención y la autoetnografía, con el propósito de describir las prácticas inventivas en la Educación OnLIFE. Los principales resultados indican un alto nivel de compromiso y motivación de los estudiantes, lo que demuestra el potencial de las prácticas inventivas asociadas a las Tecnologías Digitales para superar enfoques tradicionales y valorar los saberes locales. Estos resultados se observaron incluso frente a desafíos estructurales, como la falta de conectividad y de tecnologías adecuadas para el territorio, lo que evidencia las limitaciones impuestas por la carencia de infraestructura en contextos rurales. Se puede concluir que las prácticas inventivas y las Tecnologías Digitales, en efecto, potencian la perspectiva de la Educación del Campo; sin embargo, su efectividad depende del enfrentamiento de las deficiencias de infraestructura.
Palabras-clave: prácticas inventivas, tecnologías digitales, educación rural, cartografia, autoetnografía
Formação permanente de educadores(as) da Educação do Campo: reinventando a práxis da Pedagogia da Alternância na perspectiva freireana
Get PDFABSTRACT. This article aims to present a proposal for permanent Freirean training for educators who work with the Pedagogy of Alternation, especially in the public education system. This training proposal is the result of a Master's research in Education and aims to contribute to the studies, reflections and productions of educators from Rural Schools, especially from the Centers for Alternating Family Training (Ceffas). The methodology that guides this activity is of a critical and bibliographical nature. Thus, we challenge ourselves, based on the perspectives defended by Paulo Freire, to reinvent the teaching practice of educators from the Municipal Rural Community School “São João Pequeno”, located in the rural area of Colatina-ES, based on the concept of Freirean generative theme, considering this to be the way to enhance the human and liberating formation of the subjects of that territory. The training is organized in two moments: a first moment of critical problematization of the current curricular practice and a second moment of construction of the praxis of the interdisciplinary curricular project. We therefore present a training proposal that offers subjects a critical, dialogical and liberating vision, taking Paulo Freire's perspective of Popular Education as a reference.ABSTRACT. This article aims to present a proposal for permanent Freirean training for educators who work with the Pedagogy of Alternation, especially in the public education system. This training proposal is the result of a Master's research in Education and aims to contribute to the studies, reflections and productions of educators from Rural Schools, especially from the Centers for Alternating Family Training (Ceffas). The methodology that guides this activity is of a critical and bibliographical nature. Thus, we challenge ourselves, based on the perspectives defended by Paulo Freire, to reinvent the teaching practice of educators from the Municipal Rural Community School “São João Pequeno”, located in the rural area of Colatina-ES, based on the concept of Freirean generative theme, considering this to be the way to enhance the human and liberating formation of the subjects of that territory. The training is organized in two moments: a first moment of critical problematization of the current curricular practice and a second moment of construction of the praxis of the interdisciplinary curricular project. We therefore present a training proposal that offers subjects a critical, dialogical and liberating vision, taking Paulo Freire's perspective of Popular Education as a reference.RESUMEN. Este artículo tiene como objetivo presentar una propuesta de formación freireana permanente para educadores que trabajan con la Pedagogía en Alternancia, especialmente en el sistema educativo público. Esta propuesta de formación es resultado de una investigación de Maestría en Educación y tiene como objetivo contribuir a los estudios, reflexiones y producciones de los educadores de las Escuelas Rurales, especialmente de los Centros de Formación Familiar en Alternancia (Ceffas). La metodología que lleva a cabo esta actividad es de carácter crítico y bibliográfico. Así, nos desafiamos, a partir de las perspectivas defendidas por Paulo Freire, a reinventar la práctica docente de los educadores de la Escuela Rural Comunitaria Municipal “São João Pequeno”, ubicada en el área rural de Colatina-ES, a partir del concepto de tema generador freiriano, considerando que éste es el camino para potenciar la formación humana y liberadora de los sujetos de ese territorio. La formación se organiza en dos momentos: un primer momento de problematización crítica de la práctica curricular actual y un segundo momento de construcción de la praxis del proyecto curricular interdisciplinario. Presentamos así una propuesta de formación que ofrece a los sujetos una visión crítica, dialógica y liberadora, tomando como referencia la perspectiva de la Educación Popular de Paulo Freire.ABSTRACT. This article aims to present a proposal for permanent Freirean training for educators who work with the Pedagogy of Alternation, especially in the public education system. This training proposal is the result of a Master's research in Education and aims to contribute to the studies, reflections and productions of educators from Rural Schools, especially from the Centers for Alternating Family Training (Ceffas). The methodology that guides this activity is of a critical and bibliographical nature. Thus, we challenge ourselves, based on the perspectives defended by Paulo Freire, to reinvent the teaching practice of educators from the Municipal Rural Community School “São João Pequeno”, located in the rural area of Colatina-ES, based on the concept of Freirean generative theme, considering this to be the way to enhance the human and liberating formation of the subjects of that territory. The training is organized in two moments: a first moment of critical problematization of the current curricular practice and a second moment of construction of the praxis of the interdisciplinary curricular project. We therefore present a training proposal that offers subjects a critical, dialogical and liberating vision, taking Paulo Freire's perspective of Popular Education as a reference.Este artigo tem como objetivo apresentar uma proposta de formação permanente freireana junto aos(às) educadores(as) que trabalham com a Pedagogia da Alternância, sobretudo no sistema público de ensino. Esta proposta de formação é resultado de uma pesquisa de Mestrado em Educação e visa contribuir com os estudos, reflexões e produções dos(as) educadores(as) das Escolas do Campo, em especial dos Centros de Formação Familiar em Alternância (Ceffas). A metodologia que conduz essa atividade é de natureza crítica e bibliográfica. Assim, desafiamo-nos, a partir das perspectivas defendidas por Paulo Freire, a reinventar a prática docente dos(as) educadores(as) da Escola Municipal Comunitária Rural “São João Pequeno”, situada na zona rural de Colatina-ES, a partir do conceito de tema gerador freireano, considerando ser esse o caminho para potencializar a formação humana e libertadora dos sujeitos daquele território. A formação está organizada em dois momentos: um primeiro momento de problematização crítica da prática curricular vigente e um segundo momento de construção da práxis do projeto curricular interdisciplinar. Apresentamos, assim, uma proposta de formação que oferece aos sujeitos uma visão crítica, dialógica e libertadora, tendo como referência a perspectiva de Educação Popular de Paulo Freire.
Palavras-chave: educação do campo, pedagogia da alternância, formação de educadores, reorientação curricular, paulo freire.
Permanent training of Rural Education educators: reinventing the practice of Alternation Pedagogy from a freirean perspective
ABSTRACT. This article aims to present a proposal for permanent Freirean training for educators who work with the Pedagogy of Alternation, especially in the public education system. This training proposal is the result of a Master's research in Education and aims to contribute to the studies, reflections and productions of educators from Rural Schools, especially from the Centers for Alternating Family Training (Ceffas). The methodology that guides this activity is of a critical and bibliographical nature. Thus, we challenge ourselves, based on the perspectives defended by Paulo Freire, to reinvent the teaching practice of educators from the Municipal Rural Community School “São João Pequeno”, located in the rural area of Colatina-ES, based on the concept of Freirean generative theme, considering this to be the way to enhance the human and liberating formation of the subjects of that territory. The training is organized in two moments: a first moment of critical problematization of the current curricular practice and a second moment of construction of the praxis of the interdisciplinary curricular project. We therefore present a training proposal that offers subjects a critical, dialogical and liberating vision, taking Paulo Freire's perspective of Popular Education as a reference.
Keywords: rural education, pedagogy of alternation, teacher training, curricular reorientation, paulo freire.
Formación permanente de educadores de Educación Rural: reinventando la práctica de la Pedagogía de la Alternancia desde una perspectiva freireana
RESUMEN. Este artículo tiene como objetivo presentar una propuesta de formación freireana permanente para educadores que trabajan con la Pedagogía en Alternancia, especialmente en el sistema educativo público. Esta propuesta de formación es resultado de una investigación de Maestría en Educación y tiene como objetivo contribuir a los estudios, reflexiones y producciones de los educadores de las Escuelas Rurales, especialmente de los Centros de Formación Familiar en Alternancia (Ceffas). La metodología que lleva a cabo esta actividad es de carácter crítico y bibliográfico. Así, nos desafiamos, a partir de las perspectivas defendidas por Paulo Freire, a reinventar la práctica docente de los educadores de la Escuela Rural Comunitaria Municipal “São João Pequeno”, ubicada en el área rural de Colatina-ES, a partir del concepto de tema generador freiriano, considerando que éste es el camino para potenciar la formación humana y liberadora de los sujetos de ese territorio. La formación se organiza en dos momentos: un primer momento de problematización crítica de la práctica curricular actual y un segundo momento de construcción de la praxis del proyecto curricular interdisciplinario. Presentamos así una propuesta de formación que ofrece a los sujetos una visión crítica, dialógica y liberadora, tomando como referencia la perspectiva de la Educación Popular de Paulo Freire.
Palabras clave: educación rural, pedagogía de la alternancia, formación de educadores, reorientación curricular, paulo freire
Relato de experiência no curso de Licenciatura em Educação do Campo na aprendizagem sobre Agroecologia
Get PDFABSTRACT. In this experience report, I will share my journey with the learning of Agroecology. This knowledge was constructed inside and outside the classroom, in a territory marked by contradictions and conflicts that end up making the ways of life linked to the countryside invisible. One of the projects I carried out using Agroecology as the main methodological tool was with the Institutional Program for Teaching Initiation Grants (PIBID). There I was able to work in a countryside school in the municipality of Itaguaí – RJ, in the Mazomba neighborhood, a region with a strong presence of family farming. At the Camilo Cuquejo Municipalized State School, we encountered some problems that are also found in other countryside schools, mainly related to the precariousness of public education, the closing of countryside schools, multi-grade classes, and the lack of school infrastructure. Despite facing these problems, we were able to carry out the proposed activities with the students and other members of the school community. Thus, Agroecology, with its dialogic and interdisciplinary approach, allowed us to work on different contents and relate them to the students' reality, dialoguing with the knowledge they already carried.ABSTRACT. In this experience report, I will share my journey with the learning of Agroecology. This knowledge was constructed inside and outside the classroom, in a territory marked by contradictions and conflicts that end up making the ways of life linked to the countryside invisible. One of the projects I carried out using Agroecology as the main methodological tool was with the Institutional Program for Teaching Initiation Grants (PIBID). There I was able to work in a countryside school in the municipality of Itaguaí – RJ, in the Mazomba neighborhood, a region with a strong presence of family farming. At the Camilo Cuquejo Municipalized State School, we encountered some problems that are also found in other countryside schools, mainly related to the precariousness of public education, the closing of countryside schools, multi-grade classes, and the lack of school infrastructure. Despite facing these problems, we were able to carry out the proposed activities with the students and other members of the school community. Thus, Agroecology, with its dialogic and interdisciplinary approach, allowed us to work on different contents and relate them to the students' reality, dialoguing with the knowledge they already carried.RESUMEN. En este relato de experiencia traigo mi recorrido a través del aprendizaje sobre Agroecología. Un conocimiento que se construyó dentro y fuera del aula, en un territorio marcado por contradicciones y conflictos que terminan invisibilizando las formas de vida vinculadas al campo en la zona. Uno de los trabajos que realicé utilizando la Agroecología como principal herramienta metodológica fue con el Programa Institucional de Becas de Iniciación Docente (PIBID). Donde pude trabajar en una escuela del campo del municipio de Itaguaí – RJ, en el barrio Mazomba, una región con fuerte presencia de la agricultura familiar. En la Escuela Municipal Estatal Camilo Cuquejo encontramos algunas problemáticas que también se presentan en otras escuelas del campo, relacionadas principalmente con la precariedad de la educación pública, el cierre de escuelas Del campo, la educación multigrado y la falta de infraestructura escolar. Aún frente a estos problemas, pudimos realizar las actividades propuestas con los estudiantes y demás miembros de la comunidad escolar. Así, la Agroecología, con su enfoque dialógico e interdisciplinario, nos permitió trabajar diferentes contenidos y relacionarlos con la realidad de los estudiantes, dialogando con los conocimientos que tienen.ABSTRACT. In this experience report, I will share my journey with the learning of Agroecology. This knowledge was constructed inside and outside the classroom, in a territory marked by contradictions and conflicts that end up making the ways of life linked to the countryside invisible. One of the projects I carried out using Agroecology as the main methodological tool was with the Institutional Program for Teaching Initiation Grants (PIBID). There I was able to work in a countryside school in the municipality of Itaguaí – RJ, in the Mazomba neighborhood, a region with a strong presence of family farming. At the Camilo Cuquejo Municipalized State School, we encountered some problems that are also found in other countryside schools, mainly related to the precariousness of public education, the closing of countryside schools, multi-grade classes, and the lack of school infrastructure. Despite facing these problems, we were able to carry out the proposed activities with the students and other members of the school community. Thus, Agroecology, with its dialogic and interdisciplinary approach, allowed us to work on different contents and relate them to the students' reality, dialoguing with the knowledge they already carried.Trago nesse relato de experiência a minha trajetória junto da aprendizagem em Agroecologia. Um saber que foi construído dentro e fora da sala de aula, em um território marcado por contradições e conflitos que acabam por invisibilizar as formas de vida ligadas ao campo no local. Um dos trabalhos que realizei utilizando a Agroecologia como principal ferramenta metodológica foi junto do Programa Institucional de Bolsa de Iniciação à Docência (PIBID). Onde pude estar atuando em uma escola do campo do município de Itaguaí – RJ, no bairro Mazomba, uma região com forte presença da agricultura familiar. Na Escola Estadual Municipalizada Camilo Cuquejo, encontramos alguns problemas que também são encontrados em outras escolas do campo, principalmente relacionados à precarização da educação pública, o fechamento das escolas do campo, o multisseriamento e a falta de infraestrutura escolar. Mesmo enfrentando esses problemas, conseguimos realizar as atividades propostas junto dos estudantes e outros membros da comunidade escolar.
Palavras-chave: aprendizagem, agroecologia, educação do campo.
Experience report in the curse from Licentiate of Education of Countryside on learning about Agroecology
ABSTRACT. In this experience report, I will share my journey with the learning of Agroecology. This knowledge was constructed inside and outside the classroom, in a territory marked by contradictions and conflicts that end up making the ways of life linked to the countryside invisible. One of the projects I carried out using Agroecology as the main methodological tool was with the Institutional Program for Teaching Initiation Grants (PIBID). There I was able to work in a countryside school in the municipality of Itaguaí – RJ, in the Mazomba neighborhood, a region with a strong presence of family farming. At the Camilo Cuquejo Municipalized State School, we encountered some problems that are also found in other countryside schools, mainly related to the precariousness of public education, the closing of countryside schools, multi-grade classes, and the lack of school infrastructure. Despite facing these problems, we were able to carry out the proposed activities with the students and other members of the school community. Thus, Agroecology, with its dialogic and interdisciplinary approach, allowed us to work on different contents and relate them to the students' reality, dialoguing with the knowledge they already carried.
Keywords: learning, agroecology, countryside education.
Informe de experiencia de la Licenciatura en Educación Del Campo en el aprendizaje acerca del Agroecología
RESUMEN. En este relato de experiencia traigo mi recorrido a través del aprendizaje sobre Agroecología. Un conocimiento que se construyó dentro y fuera del aula, en un territorio marcado por contradicciones y conflictos que terminan invisibilizando las formas de vida vinculadas al campo en la zona. Uno de los trabajos que realicé utilizando la Agroecología como principal herramienta metodológica fue con el Programa Institucional de Becas de Iniciación Docente (PIBID). Donde pude trabajar en una escuela del campo del municipio de Itaguaí – RJ, en el barrio Mazomba, una región con fuerte presencia de la agricultura familiar. En la Escuela Municipal Estatal Camilo Cuquejo encontramos algunas problemáticas que también se presentan en otras escuelas del campo, relacionadas principalmente con la precariedad de la educación pública, el cierre de escuelas Del campo, la educación multigrado y la falta de infraestructura escolar. Aún frente a estos problemas, pudimos realizar las actividades propuestas con los estudiantes y demás miembros de la comunidad escolar. Así, la Agroecología, con su enfoque dialógico e interdisciplinario, nos permitió trabajar diferentes contenidos y relacionarlos con la realidad de los estudiantes, dialogando con los conocimientos que tienen.
Palabras clave: aprendizaje, agroecología, educación del campo.
“O longo caminho até...”: uma pesquisa audiovisual participativa do cotidiano escolar do campo em Barbalha, Ceará
Get PDFABSTRACT: The article presents the process of creating the documentary “O Longo Caminho Até...” (The Long Road to...), developed with the aim of recording the challenges and potential of education for residents in rural areas of Barbalha, in the Cariri region of Ceará. The qualitative research involved different methodological procedures, among which we highlight the production of audiovisual material - actively co-constructed with/for the protagonists of rural communities in the municipality. Among the results, we highlight the importance of dialogue between the university and the territory for the appreciation of local history and culture, strengthening the participants' connection with their roots; the positive feedback from the communities, who recognized in the documentary a representation of the difficulties they face and also of the knowledge they mobilize to face them; the inclusion of accessibility resources strengthens the inclusive and democratic character of the record. It is concluded that the involvement of the communities in all stages of the construction of the audiovisual product provided an opportunity to document information in a rich, sensitive, and dialogical manner.ABSTRACT: The article presents the process of creating the documentary “O Longo Caminho Até...” (The Long Road to...), developed with the aim of recording the challenges and potential of education for residents in rural areas of Barbalha, in the Cariri region of Ceará. The qualitative research involved different methodological procedures, among which we highlight the production of audiovisual material - actively co-constructed with/for the protagonists of rural communities in the municipality. Among the results, we highlight the importance of dialogue between the university and the territory for the appreciation of local history and culture, strengthening the participants' connection with their roots; the positive feedback from the communities, who recognized in the documentary a representation of the difficulties they face and also of the knowledge they mobilize to face them; the inclusion of accessibility resources strengthens the inclusive and democratic character of the record. It is concluded that the involvement of the communities in all stages of the construction of the audiovisual product provided an opportunity to document information in a rich, sensitive, and dialogical manner.RESUMEN: El artículo presenta el proceso de creación del documental “O Longo Caminho Até...” (El largo camino hacia...), desarrollado con el objetivo de registrar los retos y potencialidades de la educación para los residentes en contextos rurales de Barbalha, en la región de Cariri, en Ceará. La investigación cualitativa involucró diferentes procedimientos metodológicos, entre los que destacamos la producción de material audiovisual, elaborado activamente con y para los protagonistas de las comunidades rurales del municipio. Entre los resultados, se destaca la importancia del diálogo entre la universidad y el territorio para la valorización de la historia y la cultura local, fortaleciendo el vínculo de los participantes con sus raíces; la respuesta positiva de las comunidades, que reconocieron en el documental una representación de las dificultades a las que se enfrentan y también de los conocimientos que movilizan para afrontarlas; la incorporación de recursos de accesibilidad refuerza el carácter inclusivo y democrático del registro. Se concluye que la participación de las comunidades en todas las etapas de la construcción del producto audiovisual permitió documentar la información de manera rica, sensible y dialógica.ABSTRACT: The article presents the process of creating the documentary “O Longo Caminho Até...” (The Long Road to...), developed with the aim of recording the challenges and potential of education for residents in rural areas of Barbalha, in the Cariri region of Ceará. The qualitative research involved different methodological procedures, among which we highlight the production of audiovisual material - actively co-constructed with/for the protagonists of rural communities in the municipality. Among the results, we highlight the importance of dialogue between the university and the territory for the appreciation of local history and culture, strengthening the participants' connection with their roots; the positive feedback from the communities, who recognized in the documentary a representation of the difficulties they face and also of the knowledge they mobilize to face them; the inclusion of accessibility resources strengthens the inclusive and democratic character of the record. It is concluded that the involvement of the communities in all stages of the construction of the audiovisual product provided an opportunity to document information in a rich, sensitive, and dialogical manner.O artigo apresenta o processo de criação do documentário "O Longo Caminho Até..." desenvolvido com o objetivo de registrar os desafios e potencialidades da educação para residentes em contextos rurais de Barbalha, na Região do Cariri cearense. A pesquisa qualitativa envolveu diferentes procedimentos metodológicos, dentre as quais destacamos a produção de um material audiovisual - ativamente co-construído com/para as(os) protagonistas de comunidades rurais do município. Entre os resultados, destaca-se a importância da interlocução entre universidade e território para a valorização da história e da cultura local, fortalecendo o vínculo das(os) participantes com suas raízes; a devolutiva positiva das comunidades, que reconheceram no documentário uma representação das dificuldades e que enfrentam e também dos saberes que mobilizam para enfrentá-las a inserção de recursos de acessibilidade fortalece o caráter inclusivo e democrático do registro. Conclui-se que o envolvimento das comunidades em todas as etapas da construção do produto audiovisual oportunizou a documentação de informações de maneira rica, sensível e dialógica.
Palavras-chave: educação do campo, documentário, Barbalha, Cariri cearense.
"THE LONG WAY TO...": a participatory audiovisual study of everyday rural school life in Barbalha, Ceará
ABSTRACT: The article presents the process of creating the documentary “O Longo Caminho Até...” (The Long Road to...), developed with the aim of recording the challenges and potential of education for residents in rural areas of Barbalha, in the Cariri region of Ceará. The qualitative research involved different methodological procedures, among which we highlight the production of audiovisual material - actively co-constructed with/for the protagonists of rural communities in the municipality. Among the results, we highlight the importance of dialogue between the university and the territory for the appreciation of local history and culture, strengthening the participants' connection with their roots; the positive feedback from the communities, who recognized in the documentary a representation of the difficulties they face and also of the knowledge they mobilize to face them; the inclusion of accessibility resources strengthens the inclusive and democratic character of the record. It is concluded that the involvement of the communities in all stages of the construction of the audiovisual product provided an opportunity to document information in a rich, sensitive, and dialogical manner.
Keywords: field education, documentary, Barbalha, Cariri cearense, potentialities
"EL LARGO CAMINO HACIA...": un estudio audiovisual participativo de la vida cotidiana escolar rural en Barbalha, Ceará
RESUMEN: El artículo presenta el proceso de creación del documental “O Longo Caminho Até...” (El largo camino hacia...), desarrollado con el objetivo de registrar los retos y potencialidades de la educación para los residentes en contextos rurales de Barbalha, en la región de Cariri, en Ceará. La investigación cualitativa involucró diferentes procedimientos metodológicos, entre los que destacamos la producción de material audiovisual, elaborado activamente con y para los protagonistas de las comunidades rurales del municipio. Entre los resultados, se destaca la importancia del diálogo entre la universidad y el territorio para la valorización de la historia y la cultura local, fortaleciendo el vínculo de los participantes con sus raíces; la respuesta positiva de las comunidades, que reconocieron en el documental una representación de las dificultades a las que se enfrentan y también de los conocimientos que movilizan para afrontarlas; la incorporación de recursos de accesibilidad refuerza el carácter inclusivo y democrático del registro. Se concluye que la participación de las comunidades en todas las etapas de la construcción del producto audiovisual permitió documentar la información de manera rica, sensible y dialógica.
Palabras clave: educación rural, cine documental, Barbalha, Cariri, Ceará, potencialidades
A retomada pós pandemia: vozes de professoras, alunos e mães sobre o ensino-aprendizagem em contexto rurbano
Get PDFO presente artigo decorre de uma dissertação em andamento e tem como intuito investigar as vozes depreendidas das narrativas de sujeitos de escola rurbana sobre o ensino-aprendizagem de Língua Portuguesa em contexto pós-pandêmico. Para tanto, este estudo situa-se no âmbito do paradigma qualitativo-interpretativista e classifica-se como interpretativa de método narrativo do tipo exploratório, no âmbito das pesquisas em Linguística Aplicada, tendo como instrumento de geração de dados a entrevista narrativa. Dos resultados obtidos através de análise ancorada na perspectiva socipragmática das vozes societais foi possível desvelar, como comum aos três grupos de participantes investigados (professoras-alunos-mães) a voz societal que denuncia as desigualdades sociais potencializadas pelo ensino remoto emergencial no contexto de retomada ao ensino presencial. Nesse sentido, os resultados obtidos apontam para um entrave na garantia da equidade educacional, uma vez que o ensino remoto emergencial potencializou desigualdades sociais e educacionais, sendo o âmbito rurbano potencialmente afetado por essa potencialização, o que demanda estratégias de recomposição de aprendizagens que considere o processo educacional em sua diversidade e especificidades, diferente da estratégia adotada no modelo de educação de ensino remoto emergencial que desprezou particularidades de segmentos sociais marginalizados, a exemplo do público rurbano.
Palavras-chave: Ensino-aprendizagem pós pandemia, Vozes societais, Cenário rurbano
Educa Pampa: uma proposta para cuidar da Pampa e dos saberes de suas gentes
Get PDFABSTRACT. Rural education in the Pampas needs to engage with the reality of the territory, enabling students to learn about and critically reflect on their place of life. In this sense, this article aims to present and discuss the experience of the Educa Pampa Project in promoting care for the Pampas and the traditional knowledge of its people. To achieve this objective, we chose the Case Study Method, using reports of the activities carried out and photographs. This pilot project began in the second half of 2024 in Santana do Livramento/RS, covering activities related to medicinal plants, native fruits, native fields, and Creole seeds in two municipal schools and one state school. The exchange of knowledge between educators, students, agrarian reform settlers, quilombolas, etc. was the highlight of the project. The children and adolescents actively participated in the activities, showing interest in learning more about the Pampas and the traditional knowledge it holds. We believe that this project can be better structured and expanded, involving rural schools from several municipalities on the Brazil-Uruguay border. It shows promise for promoting life projects and the transfer of traditional knowledge between generations in the region.ABSTRACT. Rural education in the Pampas needs to engage with the reality of the territory, enabling students to learn about and critically reflect on their place of life. In this sense, this article aims to present and discuss the experience of the Educa Pampa Project in promoting care for the Pampas and the traditional knowledge of its people. To achieve this objective, we chose the Case Study Method, using reports of the activities carried out and photographs. This pilot project began in the second half of 2024 in Santana do Livramento/RS, covering activities related to medicinal plants, native fruits, native fields, and Creole seeds in two municipal schools and one state school. The exchange of knowledge between educators, students, agrarian reform settlers, quilombolas, etc. was the highlight of the project. The children and adolescents actively participated in the activities, showing interest in learning more about the Pampas and the traditional knowledge it holds. We believe that this project can be better structured and expanded, involving rural schools from several municipalities on the Brazil-Uruguay border. It shows promise for promoting life projects and the transfer of traditional knowledge between generations in the region.RESUMEN. La educación rural que se desarrolla en la Pampa necesita comprometerse con la realidad del territorio, permitiendo a los estudiantes conocer y reflexionar críticamente sobre su lugar de vida. En este sentido, este artículo tiene como objetivo presentar y discutir la experiencia del Proyecto Educa Pampa en la promoción del cuidado de la Pampa y los conocimientos tradicionales de sus pueblos. Para lograr el objetivo se optó por el Método de Estudio de Caso, se utilizaron informes de las actividades realizadas y fotografías. Este proyecto piloto se inició en el segundo semestre de 2024 en Santana do Livramento/RS, abarcando actividades relacionadas con plantas medicinales, frutas nativas, campos nativos y semillas criollas en dos escuelas municipales y una escuela estatal. El intercambio de conocimientos entre educadores, estudiantes, pobladores de la reforma agraria, quilombolas, etc. fue el punto culminante del proyecto. Los niños y adolescentes participaron activamente de las actividades, mostrando interés en conocer mejor la Pampa y los conocimientos tradicionales que ella alberga. Entendemos que este proyecto puede estructurarse y ampliarse mejor, involucrando escuelas rurales de varios municipios de la frontera Brasil-Uruguay. Muestra potencial para impulsar proyectos de vida y la transferencia de conocimientos tradicionales entre generaciones en el territorio. ABSTRACT. Rural education in the Pampas needs to engage with the reality of the territory, enabling students to learn about and critically reflect on their place of life. In this sense, this article aims to present and discuss the experience of the Educa Pampa Project in promoting care for the Pampas and the traditional knowledge of its people. To achieve this objective, we chose the Case Study Method, using reports of the activities carried out and photographs. This pilot project began in the second half of 2024 in Santana do Livramento/RS, covering activities related to medicinal plants, native fruits, native fields, and Creole seeds in two municipal schools and one state school. The exchange of knowledge between educators, students, agrarian reform settlers, quilombolas, etc. was the highlight of the project. The children and adolescents actively participated in the activities, showing interest in learning more about the Pampas and the traditional knowledge it holds. We believe that this project can be better structured and expanded, involving rural schools from several municipalities on the Brazil-Uruguay border. It shows promise for promoting life projects and the transfer of traditional knowledge between generations in the region.A educação do campo que acontece na Pampa precisa dialogar com a realidade do território, possibilitar aos(às) educandos(as) conhecer e refletir criticamente sobre o seu lugar de vida. Nesse sentido, esse artigo tem como objetivo apresentar e discutir a experiência do Projeto Educa Pampa na promoção do cuidado com a Pampa e os saberes tradicionais de suas gentes. Para alcançar o objetivo, escolhemos o Método do Estudo de Caso, utilizamos relatórios das atividades realizadas e fotografias. Esse projeto piloto iniciou no segundo semestre de 2024 em Santana do Livramento/RS, abrangendo atividades relacionadas a plantas medicinais, frutíferas nativas, campo nativo e sementes crioulas em duas escolas municipais e uma escola estadual. A troca de saberes entre educadores(as), educandos(as), assentados(as) da reforma agrária, quilombolas, etc foi o ponto alto do projeto. As crianças e adolescentes participaram ativamente das atividades, mostrando interesse em conhecer melhor a Pampa e os saberes tradicionais que ela guarda. Entendemos que esse projeto pode ser melhor estruturado e ampliado, envolvendo escolas do campo de vários municípios da Fronteira Brasil-Uruguai. Ele se mostra promissor para promover projetos de vida e o repasse de saberes tradicionais entre as gerações no território.
Palavras-chave: educação do campo, educação transformadora, saberes tradicionais, projetos de vida, bioma Pampa.
Educa Pampa: a proposal to care for the Pampa and the knowledge of its people
ABSTRACT. Rural education in the Pampas needs to engage with the reality of the territory, enabling students to learn about and critically reflect on their place of life. In this sense, this article aims to present and discuss the experience of the Educa Pampa Project in promoting care for the Pampas and the traditional knowledge of its people. To achieve this objective, we chose the Case Study Method, using reports of the activities carried out and photographs. This pilot project began in the second half of 2024 in Santana do Livramento/RS, covering activities related to medicinal plants, native fruits, native fields, and Creole seeds in two municipal schools and one state school. The exchange of knowledge between educators, students, agrarian reform settlers, quilombolas, etc. was the highlight of the project. The children and adolescents actively participated in the activities, showing interest in learning more about the Pampas and the traditional knowledge it holds. We believe that this project can be better structured and expanded, involving rural schools from several municipalities on the Brazil-Uruguay border. It shows promise for promoting life projects and the transfer of traditional knowledge between generations in the region.
Keywords: rural education, transformative education, traditional knowledge, life projects, Pampa biome.
Educa Pampa: una propuesta para cuidar la Pampa y los saberes de su gente
RESUMEN. La educación rural que se desarrolla en la Pampa necesita comprometerse con la realidad del territorio, permitiendo a los estudiantes conocer y reflexionar críticamente sobre su lugar de vida. En este sentido, este artículo tiene como objetivo presentar y discutir la experiencia del Proyecto Educa Pampa en la promoción del cuidado de la Pampa y los conocimientos tradicionales de sus pueblos. Para lograr el objetivo se optó por el Método de Estudio de Caso, se utilizaron informes de las actividades realizadas y fotografías. Este proyecto piloto se inició en el segundo semestre de 2024 en Santana do Livramento/RS, abarcando actividades relacionadas con plantas medicinales, frutas nativas, campos nativos y semillas criollas en dos escuelas municipales y una escuela estatal. El intercambio de conocimientos entre educadores, estudiantes, pobladores de la reforma agraria, quilombolas, etc. fue el punto culminante del proyecto. Los niños y adolescentes participaron activamente de las actividades, mostrando interés en conocer mejor la Pampa y los conocimientos tradicionales que ella alberga. Entendemos que este proyecto puede estructurarse y ampliarse mejor, involucrando escuelas rurales de varios municipios de la frontera Brasil-Uruguay. Muestra potencial para impulsar proyectos de vida y la transferencia de conocimientos tradicionales entre generaciones en el territorio.
Palabras clave: educación rural, educación transformadora, conocimientos tradicionales, proyectos de vida, Bioma de la Pampa.