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IRONIA EM PERSPECTIVA SOCIOCOGNITIVA: UMA ANÁLISE DA CRÔNICA EM SINAL DE PROTESTO PELA FALTA DE LIBERDADE DE UM MUNDO LIVRE, DE MILLÔR FERNANDES
Get PDFThe objective of this paper is to analyze the irony in the chronicle "Em sinal de protesto pela falta de liberdade de um mundo livre", by Millôr Fernandes, based on Cognitive Linguistics. Methodologically, the research is bibliographical with a qualitative approach. The results show that the manifestation of irony in the chronicle serves a critical function in defending a point of view. Resources such as humor, exaggeration, and the creation of unusual scenarios are used to construct this critique. This resources are typically dissociated from expectations and patterns established as recurring in the socio-physical world.O objetivo desse artigo é analisar a ironia na crônica Em sinal de protesto pela falta de liberdade de um mundo livre, de Millôr Fernandes, tomando como base a Linguística Cognitiva. Metodologicamente, a pesquisa é bibliográfica com abordagem qualitativa. Os resultados mostram que a manifestação da ironia na crônica tem uma função crítica na defesa de um ponto de vista. Para a construção dessa crítica, são usados recursos como o humor, o exagero, a criação de cenários inusitados, que normalmente são dissociados das expectativas e padrões estabelecidos como recorrentes no mundo sociofísic
Processos socioeducativos entre quebradeiras de coco de babaçu: um estudo com a comunidade Sítio no sul do Piauí
Get PDFABSTRACT. In the article we aim to reflect on the educational processes that permeate the lives of babassu coconut extractivists affected by agribusiness in southern Piauí (Brazil), highlighting the pedagogical strategies of construction of peasant territories in these contexts, their contradictions and resistances. As a starting point, a qualitative, participatory research, carried out between 2020-2021 with the breakers of the Sítio community, located in the municipality of Cristino Castro (PI), Cerrado region declared as the last agricultural frontier of the country. Among the results, we highlight the knowledge and pedagogies of the work of extractive women as constitutive of a deep ecological awareness shared from generation to generation, as a basis for the construction of a peasant ecofeminism. Analyzing the emerging knowledge of the synergistic relationship with nature developed by such women in the exercise of the reproduction of their lives, we identify them as guardians of socio-agrobiodiversity and popular educators, of the new rural generations and of the urban communities with which they relate in the commercialization of their products. Such balances and the resulting educational legacy are threatened by the obstacles that agribusiness imposes on peasant territorialization, which involves the interdiction of the right to live on/of/with the land and, in this way of life, to produce culture and education.ABSTRACT. In the article we aim to reflect on the educational processes that permeate the lives of babassu coconut extractivists affected by agribusiness in southern Piauí (Brazil), highlighting the pedagogical strategies of construction of peasant territories in these contexts, their contradictions and resistances. As a starting point, a qualitative, participatory research, carried out between 2020-2021 with the breakers of the Sítio community, located in the municipality of Cristino Castro (PI), Cerrado region declared as the last agricultural frontier of the country. Among the results, we highlight the knowledge and pedagogies of the work of extractive women as constitutive of a deep ecological awareness shared from generation to generation, as a basis for the construction of a peasant ecofeminism. Analyzing the emerging knowledge of the synergistic relationship with nature developed by such women in the exercise of the reproduction of their lives, we identify them as guardians of socio-agrobiodiversity and popular educators, of the new rural generations and of the urban communities with which they relate in the commercialization of their products. Such balances and the resulting educational legacy are threatened by the obstacles that agribusiness imposes on peasant territorialization, which involves the interdiction of the right to live on/of/with the land and, in this way of life, to produce culture and education.RESUMEN. En el artículo pretendemos reflexionar sobre los procesos educativos que permanecen en la vida de las extractivistas de coco babasú afectados por el agronegocio en el sur de Piauí (Brasil), destacando las estrategias pedagógicas de construcción de territorios campesinos en estos contextos, sus contradicciones y resistencias. Como punto de partida, tenemos una investigación cualitativa, participativa, realizada entre los anos 2020-2021 con las quebradeiras de la comunidade Sitio, ubicada en el municipio de Cristino Castro (PI), región del Bioma Cerrado declarada última frontera agrícola del país. Entre los resultados, destacamos los saberes y pedagogías del trabajo de las mujeres extractivas como constitutivas de una profunda conciencia ecológica compartida de generación en generación, como base para la construcción de un ecofeminismo campesino. Analizando los saberes emergentes de la relación sinérgica con la naturaleza que desarrollan tales mujeres en el ejercicio de la reproducción de sus vidas, las identificamos como guardianas de la socio-agrobiodiversidad y educadoras populares, de las nuevas generaciones rurales y de las comunidades urbanas con las que conviven. se relacionan en la comercialización de sus productos. Dichos equilibrios y el legado educativo resultante se ven amenazados por los obstáculos que el agronegocio impone a la territorialización campesina, lo que implica la interdicción del derecho a vivir en/de/con la tierra y, en esa forma de vida, a producir cultura y educación.ABSTRACT. In the article we aim to reflect on the educational processes that permeate the lives of babassu coconut extractivists affected by agribusiness in southern Piauí (Brazil), highlighting the pedagogical strategies of construction of peasant territories in these contexts, their contradictions and resistances. As a starting point, a qualitative, participatory research, carried out between 2020-2021 with the breakers of the Sítio community, located in the municipality of Cristino Castro (PI), Cerrado region declared as the last agricultural frontier of the country. Among the results, we highlight the knowledge and pedagogies of the work of extractive women as constitutive of a deep ecological awareness shared from generation to generation, as a basis for the construction of a peasant ecofeminism. Analyzing the emerging knowledge of the synergistic relationship with nature developed by such women in the exercise of the reproduction of their lives, we identify them as guardians of socio-agrobiodiversity and popular educators, of the new rural generations and of the urban communities with which they relate in the commercialization of their products. Such balances and the resulting educational legacy are threatened by the obstacles that agribusiness imposes on peasant territorialization, which involves the interdiction of the right to live on/of/with the land and, in this way of life, to produce culture and education.No artigo, objetivamos refletir sobre os processos educativos que permeiam a vida das extrativistas de coco de babaçu afetadas pelo agronegócio no sul do Piauí (Brasil), destacando as estratégias pedagógicas de construção dos territórios camponeses nesses contextos, suas contradições e resistências. Como ponto de partida, utilizamos uma pesquisa qualitativa, de caráter participativo, realizada entre 2020-2021 junto às quebradeiras da comunidade Sítio, situada no município de Cristino Castro (PI), região de Cerrado declarada como última fronteira agrícola do país. Entre os resultados, destacamos os saberes e pedagogias do trabalho das mulheres extrativistas como constitutivos de uma profunda consciência ecológica compartilhada de geração em geração, configurando-se uma base para a construção de um ecofeminismo camponês. Para tanto, analisamos os saberes emergentes da relação sinérgica com a natureza desenvolvidas por tais mulheres no exercício da reprodução de suas vidas. Nesse sentido, as identificamos como guardiãs da socioagrobiodiversidade e educadoras populares, das novas gerações rurais e das comunidades urbanas com as quais se relacionam na comercialização de seus produtos. Esses legados e o saldo educativo dele resultante encontram-se ameaçados pelos obstáculos que o agronegócio impõe à territorialização camponesa, o que, por conseguinte, envolve a interdição do direito a viver na/da/com a terra e, deste modo de vida, produzir cultura e educação.
Palavras-chave: comunidade tradicional, modos de vida, educação no campo, agroecologia, gênero.
Socio-educational processes among babassu coconut breakers: a study with the Sítio community in southern Piauí
ABSTRACT. In the article we aim to reflect on the educational processes that permeate the lives of babassu coconut extractivists affected by agribusiness in southern Piauí (Brazil), highlighting the pedagogical strategies of construction of peasant territories in these contexts, their contradictions and resistances. As a starting point, a qualitative, participatory research, carried out between 2020-2021 with the breakers of the Sítio community, located in the municipality of Cristino Castro (PI), Cerrado region declared as the last agricultural frontier of the country. Among the results, we highlight the knowledge and pedagogies of the work of extractive women as constitutive of a deep ecological awareness shared from generation to generation, as a basis for the construction of a peasant ecofeminism. Analyzing the emerging knowledge of the synergistic relationship with nature developed by such women in the exercise of the reproduction of their lives, we identify them as guardians of socio-agrobiodiversity and popular educators, of the new rural generations and of the urban communities with which they relate in the commercialization of their products. Such balances and the resulting educational legacy are threatened by the obstacles that agribusiness imposes on peasant territorialization, which involves the interdiction of the right to live on/of/with the land and, in this way of life, to produce culture and education.
Keywords: traditional community, way of life, rural education, agroecology, gender.
Procesos socioeducativos entre rompecocos de babassu: un estudio con la comunidad de Sítio en el sur de Piauí
RESUMEN. En el artículo pretendemos reflexionar sobre los procesos educativos que permanecen en la vida de las extractivistas de coco babasú afectados por el agronegocio en el sur de Piauí (Brasil), destacando las estrategias pedagógicas de construcción de territorios campesinos en estos contextos, sus contradicciones y resistencias. Como punto de partida, tenemos una investigación cualitativa, participativa, realizada entre los anos 2020-2021 con las quebradeiras de la comunidade Sitio, ubicada en el municipio de Cristino Castro (PI), región del Bioma Cerrado declarada última frontera agrícola del país. Entre los resultados, destacamos los saberes y pedagogías del trabajo de las mujeres extractivas como constitutivas de una profunda conciencia ecológica compartida de generación en generación, como base para la construcción de un ecofeminismo campesino. Analizando los saberes emergentes de la relación sinérgica con la naturaleza que desarrollan tales mujeres en el ejercicio de la reproducción de sus vidas, las identificamos como guardianas de la socio-agrobiodiversidad y educadoras populares, de las nuevas generaciones rurales y de las comunidades urbanas con las que conviven. se relacionan en la comercialización de sus productos. Dichos equilibrios y el legado educativo resultante se ven amenazados por los obstáculos que el agronegocio impone a la territorialización campesina, lo que implica la interdicción del derecho a vivir en/de/con la tierra y, en esa forma de vida, a producir cultura y educación.
Palabras clave: comunidad tradicional, forma de vida, educación rural, agroecología, género
A Epistolaridade e a Sociopoética na Educação do Campo
Get PDFABSTRACT. This article analyzes the potential of sociopoetics and epistolary as promising methodological tools for decolonizing scientific practices in/on/about Rural Education. The analysis is organized into three parts. First, we situate the principles and challenges of Rural Education. Second, we conceptualize sociopoetics and epistolary, indicating their intersections with Rural Education. Third, by analyzing data from a study conducted at a rural school in the Brazlândia region of the Federal District, we seek to demonstrate how sociopoetics, combined with epistolary, fosters active listening, the appreciation of local knowledge, and the collective creation of knowledge. The analysis indicates that these approaches allow us to break with traditional scientific paradigms, ensuring the participation of the groups involved as co-producers of knowledge.ABSTRACT. This article analyzes the potential of sociopoetics and epistolary as promising methodological tools for decolonizing scientific practices in/on/about Rural Education. The analysis is organized into three parts. First, we situate the principles and challenges of Rural Education. Second, we conceptualize sociopoetics and epistolary, indicating their intersections with Rural Education. Third, by analyzing data from a study conducted at a rural school in the Brazlândia region of the Federal District, we seek to demonstrate how sociopoetics, combined with epistolary, fosters active listening, the appreciation of local knowledge, and the collective creation of knowledge. The analysis indicates that these approaches allow us to break with traditional scientific paradigms, ensuring the participation of the groups involved as co-producers of knowledge.RESUMEN. Este artículo analiza el potencial de la sociopoética y la epistolaridad como herramientas metodológicas prometedoras para la descolonización de las prácticas científicas en/sobre/acerca de la Educación Rural. El análisis se organiza en tres partes. En primer lugar, se sitúan los principios y desafíos de la Educación Rural. En segundo lugar, se conceptualizan la sociopoética y la epistolaridad, señalando sus intersecciones con la Educación Rural. En tercer lugar, mediante el análisis de datos de un estudio realizado en una escuela rural de la región de Brazlândia, en el Distrito Federal, se busca demostrar cómo la sociopoética, combinada con la epistolaridad, fomenta la escucha activa, la valoración de los saberes locales y la creación colectiva de conocimiento. El análisis indica que estos enfoques permiten romper con los paradigmas científicos tradicionales, garantizando la participación de los grupos involucrados como coproductores de conocimiento.ABSTRACT. This article analyzes the potential of sociopoetics and epistolary as promising methodological tools for decolonizing scientific practices in/on/about Rural Education. The analysis is organized into three parts. First, we situate the principles and challenges of Rural Education. Second, we conceptualize sociopoetics and epistolary, indicating their intersections with Rural Education. Third, by analyzing data from a study conducted at a rural school in the Brazlândia region of the Federal District, we seek to demonstrate how sociopoetics, combined with epistolary, fosters active listening, the appreciation of local knowledge, and the collective creation of knowledge. The analysis indicates that these approaches allow us to break with traditional scientific paradigms, ensuring the participation of the groups involved as co-producers of knowledge.O artigo analisa a potencialidade da sociopoética e da epistolaridade como ferramentas metodológicas promissoras para decolonizar as práticas científicas em/na/sobre Educação do Campo. A análise está organizada em três momentos. No primeiro, situamos os princípios e os desafios da Educação do Campo. No segundo, conceituamos a sociopoética e a epistolaridade, indicando seus pontos de intersecção com a Educação do Campo. No terceiro, analisando os dados de uma pesquisa desenvolvida em uma escola do campo, situada na região de Brazlândia, Distrito Federal, buscamos demonstrar como a sociopoética, articulada à epistolaridade, favorece a escuta ativa, a valorização de saberes locais e a criação coletiva de conhecimentos. A análise indica que essas abordagens permitem romper com os paradigmas tradicionais da ciência, garantindo a participação dos grupos envolvidos como coprodutores de conhecimento.
Palavras-chave: epistolaridade, sociopoética, educação do campo, metodologia decolonial.
Epistolarity and Sociopoetics in Rural Education
ABSTRACT. This article analyzes the potential of sociopoetics and epistolary as promising methodological tools for decolonizing scientific practices in/on/about Rural Education. The analysis is organized into three parts. First, we situate the principles and challenges of Rural Education. Second, we conceptualize sociopoetics and epistolary, indicating their intersections with Rural Education. Third, by analyzing data from a study conducted at a rural school in the Brazlândia region of the Federal District, we seek to demonstrate how sociopoetics, combined with epistolary, fosters active listening, the appreciation of local knowledge, and the collective creation of knowledge. The analysis indicates that these approaches allow us to break with traditional scientific paradigms, ensuring the participation of the groups involved as co-producers of knowledge.
Keywords: epistolarity, sociopoetics, rural education, decolonial methodology.
Epistolaridad y sociopoética en la educación rural
RESUMEN. Este artículo analiza el potencial de la sociopoética y la epistolaridad como herramientas metodológicas prometedoras para la descolonización de las prácticas científicas en/sobre/acerca de la Educación Rural. El análisis se organiza en tres partes. En primer lugar, se sitúan los principios y desafíos de la Educación Rural. En segundo lugar, se conceptualizan la sociopoética y la epistolaridad, señalando sus intersecciones con la Educación Rural. En tercer lugar, mediante el análisis de datos de un estudio realizado en una escuela rural de la región de Brazlândia, en el Distrito Federal, se busca demostrar cómo la sociopoética, combinada con la epistolaridad, fomenta la escucha activa, la valoración de los saberes locales y la creación colectiva de conocimiento. El análisis indica que estos enfoques permiten romper con los paradigmas científicos tradicionales, garantizando la participación de los grupos involucrados como coproductores de conocimiento.
Palabras-clave: epistolaridad; sociopoética; educación rural, metodología decolonial
Classes multisseriadas: os desafios do processo de ensino e aprendizagem
Get PDFABSTRACT. In this text we aim to analyze the teaching practices existing in Multi-Series Classes, as well as their impacts on the teaching and learning process. The text contains reflections regarding the challenges present in the teaching and learning process in the contexts of multi-grade classes, based on data obtained through questionnaires and interviews, analyzed in the light of authors who studied the theme and realities observed at the stage of carrying out the research. The study had a qualitative and participatory approach, whose observation and analysis allowed us to conclude that the challenges range from the training of teachers - which denotes a gap between a proposal that meets the real needs and anxieties of rural subjects to the detriment of the interests of the dominant class, expressed in a capitalist school model used in textbooks and urbanized curricula - to the uncertainty of teachers in adapting teaching to the particularities of each segment and modernities present in multigrade classes. In this sense, we understand that the autonomy of the working class and rural subjects involves the construction of an educational project beyond capital, which recognizes them in their particularities, diversities and needs.ABSTRACT. In this text we aim to analyze the teaching practices existing in Multi-Series Classes, as well as their impacts on the teaching and learning process. The text contains reflections regarding the challenges present in the teaching and learning process in the contexts of multi-grade classes, based on data obtained through questionnaires and interviews, analyzed in the light of authors who studied the theme and realities observed at the stage of carrying out the research. The study had a qualitative and participatory approach, whose observation and analysis allowed us to conclude that the challenges range from the training of teachers - which denotes a gap between a proposal that meets the real needs and anxieties of rural subjects to the detriment of the interests of the dominant class, expressed in a capitalist school model used in textbooks and urbanized curricula - to the uncertainty of teachers in adapting teaching to the particularities of each segment and modernities present in multigrade classes. In this sense, we understand that the autonomy of the working class and rural subjects involves the construction of an educational project beyond capital, which recognizes them in their particularities, diversities and needs.RESUMEN. En este texto pretendemos analizar las prácticas docentes existentes en las Clases Multiseries, así como sus impactos en el proceso de enseñanza y aprendizaje. El texto contiene reflexiones sobre los desafíos presentes en el proceso de enseñanza y aprendizaje en los contextos de clases multigrado, a partir de datos obtenidos a través de cuestionarios y entrevistas, analizados a la luz de autores que estudiaron la temática y realidades observadas en la etapa de realización de la investigación. El estudio tuvo un enfoque cualitativo y participativo, cuya observación y análisis permitió concluir que los desafíos van desde la formación de los docentes -lo que denota un desfase entre una propuesta que atiende a las necesidades y angustias reales de los sujetos rurales en detrimento de los intereses de la clase dominante, expresados en un modelo de escuela capitalista utilizado en libros de texto y currículos urbanizados-, hasta la incertidumbre de los docentes en adaptar la enseñanza a las particularidades de cada segmento y modernidades presentes en las clases multigrado. En este sentido, entendemos que la autonomía de la clase trabajadora y de los sujetos rurales pasa por la construcción de un proyecto educativo más allá del capital, que los reconozca en sus particularidades, diversidades y necesidades.ABSTRACT. In this text we aim to analyze the teaching practices existing in Multi-Series Classes, as well as their impacts on the teaching and learning process. The text contains reflections regarding the challenges present in the teaching and learning process in the contexts of multi-grade classes, based on data obtained through questionnaires and interviews, analyzed in the light of authors who studied the theme and realities observed at the stage of carrying out the research. The study had a qualitative and participatory approach, whose observation and analysis allowed us to conclude that the challenges range from the training of teachers - which denotes a gap between a proposal that meets the real needs and anxieties of rural subjects to the detriment of the interests of the dominant class, expressed in a capitalist school model used in textbooks and urbanized curricula - to the uncertainty of teachers in adapting teaching to the particularities of each segment and modernities present in multigrade classes. In this sense, we understand that the autonomy of the working class and rural subjects involves the construction of an educational project beyond capital, which recognizes them in their particularities, diversities and needs.No presente texto objetivamos analisar as práticas docentes existentes nas Classes Multisseriadas, bem como seus impactos no processo de ensino e aprendizagem. O texto carrega reflexões referentes aos desafios presentes no processo de ensino e aprendizagem nos contextos das classes multisseriadas, a partir de dados coletados por meio de questionários e entrevistas, analisados à luz de autores que estudam a temática e realidades observadas no palco da realização da pesquisa. O estudo foi de abordagem qualitativa e participante, cuja observação e análise permitiram concluir que os desafios se encontram desde a formação dos docentes - que denota um distanciamento entre uma proposta que atenda as reais necessidades e angústias dos sujeitos do campo em detrimento dos interesses da classe dominante, expressos num modelo de escola capitalista empregado nos livros didáticos e nos currículos urbanizados - até às incertezas dos docentes em adequar o ensino às particularidades de cada segmento e maturidades presentes nas classes multisseriadas. Nesse sentido, entendemos que a autonomia da classe trabalhadora e dos sujeitos do campo passa pela construção de um projeto educacional para além do capital, que os reconheça em suas particularidades, diversidades e necessidades.
Palavras-chave: classes multisseriadas, ensino e aprendizagem, educação do campo.
Multigrade classes: the challenges of the teaching and learning process
ABSTRACT. In this text we aim to analyze the teaching practices existing in Multi-Series Classes, as well as their impacts on the teaching and learning process. The text contains reflections regarding the challenges present in the teaching and learning process in the contexts of multi-grade classes, based on data obtained through questionnaires and interviews, analyzed in the light of authors who studied the theme and realities observed at the stage of carrying out the research. The study had a qualitative and participatory approach, whose observation and analysis allowed us to conclude that the challenges range from the training of teachers - which denotes a gap between a proposal that meets the real needs and anxieties of rural subjects to the detriment of the interests of the dominant class, expressed in a capitalist school model used in textbooks and urbanized curricula - to the uncertainty of teachers in adapting teaching to the particularities of each segment and modernities present in multigrade classes. In this sense, we understand that the autonomy of the working class and rural subjects involves the construction of an educational project beyond capital, which recognizes them in their particularities, diversities and needs.
Keywords: multigrade classes, teaching and learning, rural education.
Clases multigrado: los desafíos del proceso de enseñanza y aprendizaje
RESUMEN. En este texto pretendemos analizar las prácticas docentes existentes en las Clases Multiseries, así como sus impactos en el proceso de enseñanza y aprendizaje. El texto contiene reflexiones sobre los desafíos presentes en el proceso de enseñanza y aprendizaje en los contextos de clases multigrado, a partir de datos obtenidos a través de cuestionarios y entrevistas, analizados a la luz de autores que estudiaron la temática y realidades observadas en la etapa de realización de la investigación. El estudio tuvo un enfoque cualitativo y participativo, cuya observación y análisis permitió concluir que los desafíos van desde la formación de los docentes -lo que denota un desfase entre una propuesta que atiende a las necesidades y angustias reales de los sujetos rurales en detrimento de los intereses de la clase dominante, expresados en un modelo de escuela capitalista utilizado en libros de texto y currículos urbanizados-, hasta la incertidumbre de los docentes en adaptar la enseñanza a las particularidades de cada segmento y modernidades presentes en las clases multigrado. En este sentido, entendemos que la autonomía de la clase trabajadora y de los sujetos rurales pasa por la construcción de un proyecto educativo más allá del capital, que los reconozca en sus particularidades, diversidades y necesidades.
Palabras clave: clases multigrado, enseñanza y aprendizaje, educación rural
Diálogos entre Educação em Ciências, Educação do Campo e Decolonialidade: uma análise da produção acadêmica brasileira (2002 a 2022)
Get PDFThis research reviews the literature on the intersection between science education and rural education, focusing on the presence of decoloniality and traditional knowledge of the countryside in publications from the Brazilian Journal of Rural Education (RBEC) and the proceedings of the National Meeting of Research in Science Education (ENPEC) between 2002 and 2022. The objective is to investigate how these themes are represented in academic productions. A total of 98 works were analyzed, identifying 50 that address decoloniality, with 29 from ENPEC and 21 from RBEC. Although only a few works directly mention decoloniality, many use related terms such as traditional and popular knowledge. The results indicate a significant presence of decoloniality, suggesting a paradigm shift in education research, which begins to value the voices and perspectives of rural communities. The research concludes that despite the advances, there is still room to deepen the recognition and integration of traditional knowledge in science education, promoting a more inclusive and representative education of the diverse epistemologies of the countryside.This research reviews the literature on the intersection between science education and rural education, focusing on the presence of decoloniality and traditional knowledge of the countryside in publications from the Brazilian Journal of Rural Education (RBEC) and the proceedings of the National Meeting of Research in Science Education (ENPEC) between 2002 and 2022. The objective is to investigate how these themes are represented in academic productions. A total of 98 works were analyzed, identifying 50 that address decoloniality, with 29 from ENPEC and 21 from RBEC. Although only a few works directly mention decoloniality, many use related terms such as traditional and popular knowledge. The results indicate a significant presence of decoloniality, suggesting a paradigm shift in education research, which begins to value the voices and perspectives of rural communities. The research concludes that despite the advances, there is still room to deepen the recognition and integration of traditional knowledge in science education, promoting a more inclusive and representative education of the diverse epistemologies of the countryside.Esta investigación revisa la literatura sobre la intersección entre la educación en ciencias y la educación rural, centrándose en la presencia de la decolonialidad y los conocimientos/saberes tradicionales del campo en publicaciones de la Revista Brasileña de Educación del Campo (RBEC) y en los anales del Encuentro Nacional de Investigación en Educación en Ciencias (ENPEC) entre 2002 y 2022. El objetivo es investigar cómo se representan estas temáticas en las producciones académicas. Se analizaron 98 trabajos, identificando 50 que abordan la decolonialidad, 29 de ENPEC y 21 de RBEC. Observamos que, aunque solo algunos trabajos mencionan directamente la decolonialidad, muchos utilizan términos relacionados como conocimientos tradicionales y saberes populares. Los resultados indican una presencia significativa de la decolonialidad, sugiriendo un cambio de paradigma en la investigación en educación, que comienza a valorar más las voces y perspectivas de las comunidades rurales. La investigación concluye que, a pesar de los avances, aún hay espacio para profundizar en el reconocimiento y la integración de los saberes tradicionales en la educación en ciencias, promoviendo una educación más inclusiva y representativa de las diversas epistemologías del campo.This research reviews the literature on the intersection between science education and rural education, focusing on the presence of decoloniality and traditional knowledge of the countryside in publications from the Brazilian Journal of Rural Education (RBEC) and the proceedings of the National Meeting of Research in Science Education (ENPEC) between 2002 and 2022. The objective is to investigate how these themes are represented in academic productions. A total of 98 works were analyzed, identifying 50 that address decoloniality, with 29 from ENPEC and 21 from RBEC. Although only a few works directly mention decoloniality, many use related terms such as traditional and popular knowledge. The results indicate a significant presence of decoloniality, suggesting a paradigm shift in education research, which begins to value the voices and perspectives of rural communities. The research concludes that despite the advances, there is still room to deepen the recognition and integration of traditional knowledge in science education, promoting a more inclusive and representative education of the diverse epistemologies of the countryside.Esta pesquisa revisa a literatura sobre a interseção entre educação em ciências e educação do campo, focando na presença da decolonialidade e nos conhecimentos/saberes tradicionais do campo em publicações da Revista Brasileira de Educação do Campo (RBEC) e nos anais do Encontro Nacional de Pesquisa em Educação em Ciência (ENPEC) entre 2002 e 2022. O objetivo é investigar como essas temáticas estão representadas nas produções acadêmicas. Foram analisados 98 trabalhos, identificando 50 que abordam a decolonialidade, sendo 29 do ENPEC e 21 da RBEC. Observamos que, embora apenas alguns trabalhos mencionem diretamente a decolonialidade, muitos utilizam termos relacionados, como conhecimentos tradicionais e saberes populares. Os resultados indicam uma significativa presença da decolonialidade, sugerindo uma mudança de paradigma na pesquisa em educação, que começa a valorizar mais as vozes e perspectivas das comunidades do campo. A pesquisa conclui que, apesar dos avanços, ainda há espaço para aprofundar o reconhecimento e a integração dos saberes tradicionais na educação em ciências, promovendo uma educação mais inclusiva e representativa das diversas epistemologias do campo.
Palavras-chave: educação em ciências, educação do campo, decolonialidade, saberes tradicionais.
Dialogues between Science Education, Rural Education, and Decoloniality: An Analysis of Brazilian Academic Production (2002 to 2022)
ABSTRACT. This research reviews the literature on the intersection between science education and rural education, focusing on the presence of decoloniality and traditional knowledge of the countryside in publications from the Brazilian Journal of Rural Education (RBEC) and the proceedings of the National Meeting of Research in Science Education (ENPEC) between 2002 and 2022. The objective is to investigate how these themes are represented in academic productions. A total of 98 works were analyzed, identifying 50 that address decoloniality, with 29 from ENPEC and 21 from RBEC. Although only a few works directly mention decoloniality, many use related terms such as traditional and popular knowledge. The results indicate a significant presence of decoloniality, suggesting a paradigm shift in education research, which begins to value the voices and perspectives of rural communities. The research concludes that despite the advances, there is still room to deepen the recognition and integration of traditional knowledge in science education, promoting a more inclusive and representative education of the diverse epistemologies of the countryside.
Keywords: science education, rural education, decoloniality, traditional knowledge.
Diálogos entre Educación en Ciencias, Educación Rural y Decolonialidad: un análisis de la producción académica brasileña (2002 a 2022)
RESUMEN. Esta investigación revisa la literatura sobre la intersección entre la educación en ciencias y la educación rural, centrándose en la presencia de la decolonialidad y los conocimientos/saberes tradicionales del campo en publicaciones de la Revista Brasileña de Educación del Campo (RBEC) y en los anales del Encuentro Nacional de Investigación en Educación en Ciencias (ENPEC) entre 2002 y 2022. El objetivo es investigar cómo se representan estas temáticas en las producciones académicas. Se analizaron 98 trabajos, identificando 50 que abordan la decolonialidad, 29 de ENPEC y 21 de RBEC. Observamos que, aunque solo algunos trabajos mencionan directamente la decolonialidad, muchos utilizan términos relacionados como conocimientos tradicionales y saberes populares. Los resultados indican una presencia significativa de la decolonialidad, sugiriendo un cambio de paradigma en la investigación en educación, que comienza a valorar más las voces y perspectivas de las comunidades rurales. La investigación concluye que, a pesar de los avances, aún hay espacio para profundizar en el reconocimiento y la integración de los saberes tradicionales en la educación en ciencias, promoviendo una educación más inclusiva y representativa de las diversas epistemologías del campo.
Palabras clave: educación en ciencias, educación rural, decolonialidad, saberes tradicionales
A CENTRALIDADE E A SUA INTER-RELAÇÃO COM OS FLUXOS DE MERCADORIAS E SERVIÇOS: o caso da Cooperativa Agropecuária Unaí (CAPUL) e a sua influência regional no noroeste mineiro
Get PDFThis article examines the centrality of small towns and analyzes how influential actions shape the production of space, considering territorial planning and rural-urban integration as fundamental elements in geographical analysis. The study analyzes the exchange of goods and services and investigates the formation of a regional production network fostered by the Unaí Agricultural Cooperative (CAPUL), located in northwestern Minas Gerais. The research adopts a qualitative methodology, based on a literature review and two field studies conducted in the region throughout the year. This approach identifies spatial movements and explains how the integration between town and countryside occurs, highlighting the interrelationships that shape the territory and the region. The findings demonstrate that CAPUL serves as a regional articulator, strengthening the centrality of small towns by providing goods, products and services to surrounding municipalities. The study concludes that this dynamic fosters the formation of a regional production network and strengthens geographical space and socio-economic interactions in the analyzed territorial area.O artigo aborda a centralidade das pequenas cidades e os impactos das ações de influência na produção do espaço, considerando o ordenamento territorial e a integração campo-cidade como elementos fundamentais à análise geográfica. O objetivo é analisar as relações de troca de mercadorias e serviços, bem como a formação de uma rede regional de produção fomentada pela Cooperativa Agropecuária Unaí (CAPUL), localizada no Noroeste de Minas Gerais. A metodologia empregada é de natureza qualitativa, baseada em pesquisa bibliográfica e na realização de duas pesquisas de campo efetuadas na região ao longo do ano. A investigação permitiu captar os movimentos espaciais e compreender como ocorre a integração entre cidade e campo, destacando as inter-relações que influenciam o território e a região. Os resultados evidenciam que a CAPUL atua como um agente articulador regional, favorecendo a centralidade das pequenas cidades por meio do fornecimento de bens, produtos e serviços aos municípios do entorno. Conclui-se que essa dinâmica impulsiona a formação de uma rede regional de produção, contribuindo para o fortalecimento do espaço geográfico e das interações socioeconômicas no recorte territorial analisado
A COLETA SELETIVA EM PORTO NACIONAL, TOCANTINS: uma demanda ainda em pauta e o protagonismo dos catadores de materiais recicláveis
Get PDFThis study analyzes the implementation of selective collection of recycling urban solid residues in Porto Nacional, Tocantins state, highlighting the actions of the public power and the role of recycle materials collectors. In its implementation, considering the actions of the municipal public power, two attempts were identified in 2002 and 2014, without a practical enforcement, and the partial implementation of Recycle Porto Project only in 2022, with a restrict scope, demonstrating that there were few advances. The performance of recycle materials collectors is prior to those first attempts, despite the precariousness of their working conditions, and the effective absence of institutional support, with the maintenance of informal relations. The formalization of partnership with the public power, through a cooperation agreement, happened only in 2020. Currently, the recycle materials collectors, organized in associations since 2007, act with prominence in the Recycle Porto Project, showing that they continue structuring and conquering a greater negotiation power, with the ratification of their political participation, in order to soften the vicious exploitation cycle, and assure socioeconomical earnings, besides social and working dignities.Este estudo analisa as tentativas de implementação da coleta seletiva de resíduos sólidos urbanos recicláveis em Porto Nacional, Tocantins, destacando as ações do poder público e o papel dos catadores de materiais recicláveis. Na implementação, considerando as ações do poder público municipal, foram identificadas duas tentativas, em 2002 e 2014, sem efetivação prática, e a implementação parcial do Projeto Recicla Porto apenas em 2022, com abrangência restrita, demonstrando que houve poucos avanços. A atuação dos catadores de materiais recicláveis é antecedente a essas primeiras tentativas, apesar da precariedade das suas condições de trabalho e da ausência, efetiva, de apoio institucional, com manutenção de relações informais. A formalização de parceria com o poder público, via termo de cooperação, ocorreu somente em 2020. Atualmente, os catadores de materiais recicláveis, organizados em associação desde 2007, atuam com protagonismo no Projeto Recicla Porto, evidenciando que seguem se estruturando e conquistando maior poder de negociação, com a ratificação da sua participação política, de modo a amenizar o ciclo vicioso de exploração e garantir ganhos socioeconômicos, além de dignidade social e trabalhista
O TURISMO NO MUNICÍPO DE MIRACEMA DO TOCANTINS : um olhar sobre as praias fluviais do Funil e do Paredão
Get PDFThe research highlights the tourism importance of the municipality of Miracema do Tocantins, with an emphasis on the fluvial beaches of Funil and Paredão, located in the Serras e Lago tourist region, which encompasses several municipalities in the state. Historically, Miracema served as the provisional capital of Tocantins in 1989. Bordered by the Tocantins River, the municipality features beaches formed during the dry season, recognized for their natural and cultural attractions. The study analyzes the profile of tourists and visitors, tourist demand, source and receiving markets, tourism infrastructure, tourist flow, means of access, and accommodation, as well as historical and geographical aspects, including the local geological formation. The research is organized into sections that address the geographic and historical characterization of the municipality, the fundamentals and evolution of local tourism, and the specificities of the studied beaches. The methodology combines bibliographic, documentary, and historical research with systematic observation and semi-structured interviews conducted during the peak tourist seasons of July and August 2023 and 2024. To ensure anonymity, participants were coded according to the methodology. The study contributes to understanding the regional tourism potential by associating natural, cultural, and historical aspects with the development of tourism in Miracema do Tocantins.A pesquisa destaca a importância turística do município de Miracema do Tocantins, com ênfase nas praias fluviais do Funil e do Paredão, localizadas na região turística Serras e Lago, que abrange diversos municípios do estado. Historicamente, Miracema do Tocantins foi capital provisória do Tocantins em 1989. Banhado pelo rio Tocantins, o município possui praias formadas no período de estiagem, reconhecidas por seus atrativos naturais e culturais. O estudo analisa o perfil dos turistas e visitantes, demanda turística, mercados emissores e receptores, infraestrutura turística, fluxo turístico, meios de acesso e hospedagem, além de aspectos históricos e geográficos, incluindo a formação geológica local. A pesquisa aborda a caracterização geográfica e histórica do município, os fundamentos e a evolução do turismo local, e as especificidades das praias estudadas. A metodologia combina pesquisa bibliográfica, documental e histórica, com observação sistemática e entrevistas semiestruturadas realizadas nas temporadas turísticas de julho e agosto de 2023 e 2024, período de maior fluxo de visitantes. Para garantir o anonimato, os participantes foram codificados conforme metodologia. O estudo contribui para o entendimento do potencial turístico nas praias do Funil e Paredão, associando aspectos naturais, culturais e históricos ao desenvolvimento do turismo em Miracema do Tocantins
Aspectos éticos para a escuta de crianças nas pesquisas educacionais
Get PDFABSTRACT. In 1996, Resolution No. 196 was approved, presenting guidelines and standards for research involving human beings. In that same year, the Research Ethics Committee was established. Among the research conducted are those involving children, defined as individuals under 12 years of age. From this perspective, the general objective is to analyze the ethical aspects of research conducted with children in schools, while the specific objectives focus on understanding the ethical elements of research with children found on the Brazil Platform and in studies that utilized children's voices as methodological aspects. Documentary and bibliographic research was carried out, consulting the Brazil Platform and the Brazilian Digital Library of Theses and Dissertations. The analysis of the selected texts allowed for an understanding that the ethical aspects contained in the Brazil Platform, associated with children, focus on the consent of guardians and the assent of children, which, starting at the age of 7, has a mandatory requirement. Additionally, there is a concern to clearly explain all steps of the research to guardians and, especially, to the children, reminding that children are subjects of rights who also need to be heard.ABSTRACT. In 1996, Resolution No. 196 was approved, presenting guidelines and standards for research involving human beings. In that same year, the Research Ethics Committee was established. Among the research conducted are those involving children, defined as individuals under 12 years of age. From this perspective, the general objective is to analyze the ethical aspects of research conducted with children in schools, while the specific objectives focus on understanding the ethical elements of research with children found on the Brazil Platform and in studies that utilized children's voices as methodological aspects. Documentary and bibliographic research was carried out, consulting the Brazil Platform and the Brazilian Digital Library of Theses and Dissertations. The analysis of the selected texts allowed for an understanding that the ethical aspects contained in the Brazil Platform, associated with children, focus on the consent of guardians and the assent of children, which, starting at the age of 7, has a mandatory requirement. Additionally, there is a concern to clearly explain all steps of the research to guardians and, especially, to the children, reminding that children are subjects of rights who also need to be heard.RESUMEN. En 1996, se aprobó la Resolución nº 196, que presenta directrices y normas para las investigaciones que involucran seres humanos. En ese mismo año, se creó el Comité de Ética en Investigación. Entre las investigaciones, están las realizadas con niños, comprendidos como personas de 12 años incompletos. Desde esta perspectiva, el objetivo general consiste en analizar aspectos éticos de las investigaciones realizadas con niños, en la escuela, mientras que los específicos se centran en comprender elementos éticos de las investigaciones con niños contenidas en el sitio de la Plataforma Brasil y en las investigaciones que utilizaron la escucha de los niños, como aspectos metodológicos. Se llevaron a cabo investigaciones documentales y bibliográficas, consultando la Plataforma Brasil y la Biblioteca Digital Brasileña de Tesis y Disertaciones. El análisis de los textos seleccionados permitió comprender que los aspectos éticos contenidos en la Plataforma Brasil, asociados a los niños, se enfocan en el consentimiento de los responsables y el asentimiento de los niños, que, a partir de los 7 años, tienen en el término de asentimiento una obligatoriedad. Además, hay una preocupación por explicitar claramente todos los pasos de la investigación a los responsables y, especialmente, a los niños, recordando que los niños son sujetos de derechos que también necesitan ser escuchados.ABSTRACT. In 1996, Resolution No. 196 was approved, presenting guidelines and standards for research involving human beings. In that same year, the Research Ethics Committee was established. Among the research conducted are those involving children, defined as individuals under 12 years of age. From this perspective, the general objective is to analyze the ethical aspects of research conducted with children in schools, while the specific objectives focus on understanding the ethical elements of research with children found on the Brazil Platform and in studies that utilized children's voices as methodological aspects. Documentary and bibliographic research was carried out, consulting the Brazil Platform and the Brazilian Digital Library of Theses and Dissertations. The analysis of the selected texts allowed for an understanding that the ethical aspects contained in the Brazil Platform, associated with children, focus on the consent of guardians and the assent of children, which, starting at the age of 7, has a mandatory requirement. Additionally, there is a concern to clearly explain all steps of the research to guardians and, especially, to the children, reminding that children are subjects of rights who also need to be heard.Em 1996, foi aprovada a Resolução nº 196, a qual apresenta diretrizes e normas para as pesquisas que envolvem seres humanos. Nesse mesmo ano, foi criado o Comitê de Ética em Pesquisa. Dentre as investigações, há as realizadas com crianças, compreendidas como pessoas com até 12 anos incompletos. Nessa perspectiva, o objetivo geral consiste em analisar aspectos éticos das pesquisas feitas com crianças, na escola, enquanto os específicos, em compreender elementos éticos das pesquisas com crianças contidos no site da Plataforma Brasil e nas pesquisas que utilizaram a escuta de crianças, como aspectos metodológicos. Realizaram-se pesquisa documental e bibliográfica, consultando a Plataforma Brasil e a Biblioteca Digital Brasileira de Teses e Dissertações. A análise dos textos selecionados, possibilitou compreender que os aspectos éticos contidos na Plataforma Brasil, associados às crianças, enfocam no consentimento dos responsáveis e assentimento das crianças, que, a partir dos 7 anos, têm no termo de assentimento uma obrigatoriedade. Ademais, há uma preocupação em explicitar claramente todos os passos da pesquisa aos responsáveis e, especialmente, às crianças, lembrando-se que as crianças são sujeitos de direitos que também precisam ser ouvidas.
Palavras-chave: pesquisa, educação, ética, crianças.
Ethical aspects for listening to children in educational research
ABSTRACT. In 1996, Resolution No. 196 was approved, presenting guidelines and standards for research involving human beings. In that same year, the Research Ethics Committee was established. Among the research conducted are those involving children, defined as individuals under 12 years of age. From this perspective, the general objective is to analyze the ethical aspects of research conducted with children in schools, while the specific objectives focus on understanding the ethical elements of research with children found on the Brazil Platform and in studies that utilized children's voices as methodological aspects. Documentary and bibliographic research was carried out, consulting the Brazil Platform and the Brazilian Digital Library of Theses and Dissertations. The analysis of the selected texts allowed for an understanding that the ethical aspects contained in the Brazil Platform, associated with children, focus on the consent of guardians and the assent of children, which, starting at the age of 7, has a mandatory requirement. Additionally, there is a concern to clearly explain all steps of the research to guardians and, especially, to the children, reminding that children are subjects of rights who also need to be heard.
Keywords: research, education, ethic, children.
Aspectos éticos para la escucha de los niños en la investigación educativa
RESUMEN. En 1996, se aprobó la Resolución nº 196, que presenta directrices y normas para las investigaciones que involucran seres humanos. En ese mismo año, se creó el Comité de Ética en Investigación. Entre las investigaciones, están las realizadas con niños, comprendidos como personas de 12 años incompletos. Desde esta perspectiva, el objetivo general consiste en analizar aspectos éticos de las investigaciones realizadas con niños, en la escuela, mientras que los específicos se centran en comprender elementos éticos de las investigaciones con niños contenidas en el sitio de la Plataforma Brasil y en las investigaciones que utilizaron la escucha de los niños, como aspectos metodológicos. Se llevaron a cabo investigaciones documentales y bibliográficas, consultando la Plataforma Brasil y la Biblioteca Digital Brasileña de Tesis y Disertaciones. El análisis de los textos seleccionados permitió comprender que los aspectos éticos contenidos en la Plataforma Brasil, asociados a los niños, se enfocan en el consentimiento de los responsables y el asentimiento de los niños, que, a partir de los 7 años, tienen en el término de asentimiento una obligatoriedad. Además, hay una preocupación por explicitar claramente todos los pasos de la investigación a los responsables y, especialmente, a los niños, recordando que los niños son sujetos de derechos que también necesitan ser escuchados.
Palabras clave: buscar, educación, principio moral, niños.
O SERTANEJO DE EUCLIDES DA CUNHA: ARQUIVO BIOGRÁFICO EM TRÂNSITO
Get PDFThis article proposes a reading of characters Euclides da Cunha's Os Sertões as a “biographical archive” of Brazilian literature, analyzed through the prism of literary transits. Using comparative methodology, it engages with Echevarría's interpretations of Cunha and integrates Bakhtin's concept of biographical value. The study positions characters as "symbolic homo" within the collective imagination, like a repository files, translate metaphor for literary discourse. The characters construct both the biography of an era and a subjective print of the time, revealing intersections across the time.Proponho uma leitura de Os sertões entendendo o sertanejo, numa chave de leitura dos trânsitos literários, nesse caso como “arquivo biográfico” da literatura brasileira e também latino-americana. A literatura comparada ajuda a aproximar um primeiro diálogo com Echevarría, também leitor de Euclides da Cunha; na sequência o conceito de valor biográfico em Bakhtin; depois pensar o lugar do sertão no imaginário coletivo; e finalmente o arquivo em sentido amplo como metáfora desse discurso literário que registra personagens que transitam e assim compõem a biografia de um tempo e da própria literatura