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Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
Get PDFAções, atividades, iniciativas e implementação da estratégia ambiental em um campus universitário
Os objetivos de desenvolvimento sustentável passam pela implementação de estratégias no ensino superior que incentivem todos a participar nos cuidados ambientais. O objetivo: implementar ações, atividades e iniciativas para executar a estratégia ambiental num campus universitário. A estratégia de aprendizagem-aprendizagem foi contextualizada à educação ambiental em programas de pós-graduação e formação, tendo por base o método materialista dialético, a reflexão e o juízo crítico. Foram propostas ações, atividades e iniciativas para a implementação da estratégia ambiental. A sua implementação sistemática e criativa incentiva o envolvimento dos residentes em soluções para os problemas ambientais.
Palavras-chave: ensino superior, estratégia ambiental, implementação.
Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
RESUMEN. Las metas de desarrollo sostenible implican la implementación de estrategias desde la educación superior favorecedoras de la participación de todos en el cuidado del ambiente. Como objetivo: implementar acciones, actividades e iniciativas para la ejecución de la estrategia de medio ambiente en un campus universitario. Se contextualizó la estrategia de aprendizaje-aprendizaje a la educación ambiental en posgrados y capacitaciones, basado en el método dialéctico materialista, la reflexión y el juicio crítico. Se propusieron acciones, actividades e iniciativas de implementación de la estrategia medio ambiental. Su implementación sistemática y creativa favorece la implicación de los pobladores en soluciones a problemas ambientales.
Palabras clave: educación superior, estrategia de medio ambiente, implementación.
Actions, activities, initiatives and implementation of the environmental strategy on a university campus
ABSTRACT. The sustainable development goals imply the implementation of strategies in higher education that encourage everyone's participation in environmental care. The objective was to implement actions, activities, and initiatives for the execution of the environmental strategy on a university campus. The learning strategy was contextualized within environmental education in graduate and training programs, based on the dialectical materialist method, reflection, and critical judgment. Actions, activities, and initiatives for the implementation of the environmental strategy were proposed. Their systematic and creative implementation favors the involvement of residents in solutions to environmental problems.
Keywords: higher education, environmental strategy, implementation.Ações, atividades, iniciativas e implementação da estratégia ambiental em um campus universitário
Os objetivos de desenvolvimento sustentável passam pela implementação de estratégias no ensino superior que incentivem todos a participar nos cuidados ambientais. O objetivo: implementar ações, atividades e iniciativas para executar a estratégia ambiental num campus universitário. A estratégia de aprendizagem-aprendizagem foi contextualizada à educação ambiental em programas de pós-graduação e formação, tendo por base o método materialista dialético, a reflexão e o juízo crítico. Foram propostas ações, atividades e iniciativas para a implementação da estratégia ambiental. A sua implementação sistemática e criativa incentiva o envolvimento dos residentes em soluções para os problemas ambientais.
Palavras-chave: ensino superior, estratégia ambiental, implementação.
Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
RESUMEN. Las metas de desarrollo sostenible implican la implementación de estrategias desde la educación superior favorecedoras de la participación de todos en el cuidado del ambiente. Como objetivo: implementar acciones, actividades e iniciativas para la ejecución de la estrategia de medio ambiente en un campus universitario. Se contextualizó la estrategia de aprendizaje-aprendizaje a la educación ambiental en posgrados y capacitaciones, basado en el método dialéctico materialista, la reflexión y el juicio crítico. Se propusieron acciones, actividades e iniciativas de implementación de la estrategia medio ambiental. Su implementación sistemática y creativa favorece la implicación de los pobladores en soluciones a problemas ambientales.
Palabras clave: educación superior, estrategia de medio ambiente, implementación.
Actions, activities, initiatives and implementation of the environmental strategy on a university campus
ABSTRACT. The sustainable development goals imply the implementation of strategies in higher education that encourage everyone's participation in environmental care. The objective was to implement actions, activities, and initiatives for the execution of the environmental strategy on a university campus. The learning strategy was contextualized within environmental education in graduate and training programs, based on the dialectical materialist method, reflection, and critical judgment. Actions, activities, and initiatives for the implementation of the environmental strategy were proposed. Their systematic and creative implementation favors the involvement of residents in solutions to environmental problems.
Keywords: higher education, environmental strategy, implementation.Ações, atividades, iniciativas e implementação da estratégia ambiental em um campus universitário
Os objetivos de desenvolvimento sustentável passam pela implementação de estratégias no ensino superior que incentivem todos a participar nos cuidados ambientais. O objetivo: implementar ações, atividades e iniciativas para executar a estratégia ambiental num campus universitário. A estratégia de aprendizagem-aprendizagem foi contextualizada à educação ambiental em programas de pós-graduação e formação, tendo por base o método materialista dialético, a reflexão e o juízo crítico. Foram propostas ações, atividades e iniciativas para a implementação da estratégia ambiental. A sua implementação sistemática e criativa incentiva o envolvimento dos residentes em soluções para os problemas ambientais.
Palavras-chave: ensino superior, estratégia ambiental, implementação.
Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
RESUMEN. Las metas de desarrollo sostenible implican la implementación de estrategias desde la educación superior favorecedoras de la participación de todos en el cuidado del ambiente. Como objetivo: implementar acciones, actividades e iniciativas para la ejecución de la estrategia de medio ambiente en un campus universitario. Se contextualizó la estrategia de aprendizaje-aprendizaje a la educación ambiental en posgrados y capacitaciones, basado en el método dialéctico materialista, la reflexión y el juicio crítico. Se propusieron acciones, actividades e iniciativas de implementación de la estrategia medio ambiental. Su implementación sistemática y creativa favorece la implicación de los pobladores en soluciones a problemas ambientales.
Palabras clave: educación superior, estrategia de medio ambiente, implementación.
Actions, activities, initiatives and implementation of the environmental strategy on a university campus
ABSTRACT. The sustainable development goals imply the implementation of strategies in higher education that encourage everyone's participation in environmental care. The objective was to implement actions, activities, and initiatives for the execution of the environmental strategy on a university campus. The learning strategy was contextualized within environmental education in graduate and training programs, based on the dialectical materialist method, reflection, and critical judgment. Actions, activities, and initiatives for the implementation of the environmental strategy were proposed. Their systematic and creative implementation favors the involvement of residents in solutions to environmental problems.
Keywords: higher education, environmental strategy, implementation.Ações, atividades, iniciativas e implementação da estratégia ambiental em um campus universitário
Os objetivos de desenvolvimento sustentável passam pela implementação de estratégias no ensino superior que incentivem todos a participar nos cuidados ambientais. O objetivo: implementar ações, atividades e iniciativas para executar a estratégia ambiental num campus universitário. A estratégia de aprendizagem-aprendizagem foi contextualizada à educação ambiental em programas de pós-graduação e formação, tendo por base o método materialista dialético, a reflexão e o juízo crítico. Foram propostas ações, atividades e iniciativas para a implementação da estratégia ambiental. A sua implementação sistemática e criativa incentiva o envolvimento dos residentes em soluções para os problemas ambientais.
Palavras-chave: ensino superior, estratégia ambiental, implementação.
Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
RESUMEN. Las metas de desarrollo sostenible implican la implementación de estrategias desde la educación superior favorecedoras de la participación de todos en el cuidado del ambiente. Como objetivo: implementar acciones, actividades e iniciativas para la ejecución de la estrategia de medio ambiente en un campus universitario. Se contextualizó la estrategia de aprendizaje-aprendizaje a la educación ambiental en posgrados y capacitaciones, basado en el método dialéctico materialista, la reflexión y el juicio crítico. Se propusieron acciones, actividades e iniciativas de implementación de la estrategia medio ambiental. Su implementación sistemática y creativa favorece la implicación de los pobladores en soluciones a problemas ambientales.
Palabras clave: educación superior, estrategia de medio ambiente, implementación.
Actions, activities, initiatives and implementation of the environmental strategy on a university campus
ABSTRACT. The sustainable development goals imply the implementation of strategies in higher education that encourage everyone's participation in environmental care. The objective was to implement actions, activities, and initiatives for the execution of the environmental strategy on a university campus. The learning strategy was contextualized within environmental education in graduate and training programs, based on the dialectical materialist method, reflection, and critical judgment. Actions, activities, and initiatives for the implementation of the environmental strategy were proposed. Their systematic and creative implementation favors the involvement of residents in solutions to environmental problems.
Keywords: higher education, environmental strategy, implementation.Ações, atividades, iniciativas e implementação da estratégia ambiental em um campus universitário
Os objetivos de desenvolvimento sustentável passam pela implementação de estratégias no ensino superior que incentivem todos a participar nos cuidados ambientais. O objetivo: implementar ações, atividades e iniciativas para executar a estratégia ambiental num campus universitário. A estratégia de aprendizagem-aprendizagem foi contextualizada à educação ambiental em programas de pós-graduação e formação, tendo por base o método materialista dialético, a reflexão e o juízo crítico. Foram propostas ações, atividades e iniciativas para a implementação da estratégia ambiental. A sua implementação sistemática e criativa incentiva o envolvimento dos residentes em soluções para os problemas ambientais.
Palavras-chave: ensino superior, estratégia ambiental, implementação.
Acciones, actividades, iniciativas e implementación de la estrategia medio ambiental en un campus universitario
RESUMEN. Las metas de desarrollo sostenible implican la implementación de estrategias desde la educación superior favorecedoras de la participación de todos en el cuidado del ambiente. Como objetivo: implementar acciones, actividades e iniciativas para la ejecución de la estrategia de medio ambiente en un campus universitario. Se contextualizó la estrategia de aprendizaje-aprendizaje a la educación ambiental en posgrados y capacitaciones, basado en el método dialéctico materialista, la reflexión y el juicio crítico. Se propusieron acciones, actividades e iniciativas de implementación de la estrategia medio ambiental. Su implementación sistemática y creativa favorece la implicación de los pobladores en soluciones a problemas ambientales.
Palabras clave: educación superior, estrategia de medio ambiente, implementación.
Actions, activities, initiatives and implementation of the environmental strategy on a university campus
ABSTRACT. The sustainable development goals imply the implementation of strategies in higher education that encourage everyone's participation in environmental care. The objective was to implement actions, activities, and initiatives for the execution of the environmental strategy on a university campus. The learning strategy was contextualized within environmental education in graduate and training programs, based on the dialectical materialist method, reflection, and critical judgment. Actions, activities, and initiatives for the implementation of the environmental strategy were proposed. Their systematic and creative implementation favors the involvement of residents in solutions to environmental problems.
Keywords: higher education, environmental strategy, implementation
Assistência à criança neurodivergente e suas implicações práticas na terapia ocupacional
Get PDFABSTRACT. People with Autism Spectrum Disorder (ASD) are one of the main target groups of occupational therapists, especially during the childhood life cycle, and whose practices are aimed at promoting inclusion, independence and autonomy in carrying out daily activities. Thus, this study identified and analyzed Occupational Therapy practices with autism children, the implications for their participation in their different life contexts, and discussed the ethical responsibility of the profession with this public. Eleven articles were identified. The results revealed that eleven articles were published between 2021 and 2022, during the severe acute respiratory syndrome pandemic – SARS/COVID. There is a diversity of themes, perspectives and possibilities regarding Occupational Therapy practices with this public. The ethical implications in relation to telecare/telemonitoring, family-centered approach and sensory integration/to play are discussed, based on the identified studies and regulations relating to the profession. It is considered that the study adds to the knowledge of the area and it is suggested that other studies seek to deepen the reflections presented her.ABSTRACT. People with Autism Spectrum Disorder (ASD) are one of the main target groups of occupational therapists, especially during the childhood life cycle, and whose practices are aimed at promoting inclusion, independence and autonomy in carrying out daily activities. Thus, this study identified and analyzed Occupational Therapy practices with autism children, the implications for their participation in their different life contexts, and discussed the ethical responsibility of the profession with this public. Eleven articles were identified. The results revealed that eleven articles were published between 2021 and 2022, during the severe acute respiratory syndrome pandemic – SARS/COVID. There is a diversity of themes, perspectives and possibilities regarding Occupational Therapy practices with this public. The ethical implications in relation to telecare/telemonitoring, family-centered approach and sensory integration/to play are discussed, based on the identified studies and regulations relating to the profession. It is considered that the study adds to the knowledge of the area and it is suggested that other studies seek to deepen the reflections presented her.RESUMEN. Las personas con Trastorno del Espectro Autista (TEA) son uno de los principales grupos destinatarios de los terapeutas ocupacionales, especialmente durante el ciclo vital infantil, y cuyas prácticas están dirigidas a promover la inclusión, la independencia y la autonomía en la realización de las actividades diarias. Así, este estudio identificó y analizó las prácticas de Terapia Ocupacional con niños con autismo, las implicaciones para su participación en sus diferentes contextos de vida y discutió la responsabilidad ética de la profesión con ese público. Se trata de una revisión integradora de la literatura que analizó 17 estudios publicados en revistas brasileñas de Terapia Ocupacional y que abordaron las prácticas de la profesión con niños autistas. Se identificaron once artículos. Los resultados revelaron que once artículos fueron publicados entre 2021 y 2022, durante la pandemia del síndrome respiratorio agudo severo – SARS/COVID.Existe diversidad de temáticas, perspectivas y posibilidades en cuanto a las prácticas de Terapia Ocupacional con este público. Se discuten las implicaciones éticas en relación a la teleasistencia/telemonitorización, el enfoque centrado en la família y la integración sensorial/juego, a partir de los estudios y normativas identificadas relativas a la profesión. Se considera que el estudio suma al conocimiento del área y se sugiere que otros estudios busquen profundizar las reflexiones aquí presentadas.ABSTRACT. People with Autism Spectrum Disorder (ASD) are one of the main target groups of occupational therapists, especially during the childhood life cycle, and whose practices are aimed at promoting inclusion, independence and autonomy in carrying out daily activities. Thus, this study identified and analyzed Occupational Therapy practices with autism children, the implications for their participation in their different life contexts, and discussed the ethical responsibility of the profession with this public. Eleven articles were identified. The results revealed that eleven articles were published between 2021 and 2022, during the severe acute respiratory syndrome pandemic – SARS/COVID. There is a diversity of themes, perspectives and possibilities regarding Occupational Therapy practices with this public. The ethical implications in relation to telecare/telemonitoring, family-centered approach and sensory integration/to play are discussed, based on the identified studies and regulations relating to the profession. It is considered that the study adds to the knowledge of the area and it is suggested that other studies seek to deepen the reflections presented her.As pessoas com Transtorno do Espectro do Autismo (TEA) são um dos principais públicos de atuação do terapeuta ocupacional, especialmente durante o ciclo de vida da infância, e cujas práticas se voltam para a promoção de inclusão, independência e autonomia na realização de atividades cotidianas. Assim, este estudo identificou e analisou as práticas da Terapia Ocupacional junto a crianças com autismo, as implicações na participação delas em seus diversos contextos de vida, e discutiu sobre a responsabilidade ética da profissão junto a este público. Trata-se de uma revisão integrativa de literatura que analisou 17 estudos publicados em revistas de Terapia Ocupacional brasileiras e que abordavam sobre práticas da profissão junto a crianças com autismo. Foram identificados onze artigos, publicados entre 2021 e 2022, período da pandemia da síndrome respiratória aguda grave – SARS/COVID. Há uma diversidade de temas, de perspectivas e de possibilidades frente às práticas da Terapia Ocupacional junto a este público. Discute-se sobre as implicações éticas em relação ao teleatendimento/ telemonitoramento, abordagem centrada na família e integração sensorial/brincar, a partir dos estudos identificados e das normativas referentes à profissão. Considera-se que o estudo acrescenta ao conhecimento da área e sugere-se que outros estudos busquem aprofundar as reflexões aqui apresentadas.
Palavras-chave: terapia ocupacional, ética, transtorno do espectro autista.
Assistance to neurodivergent children and its praticals implications in occupational therapy
ABSTRACT. People with Autism Spectrum Disorder (ASD) are one of the main target groups of occupational therapists, especially during the childhood life cycle, and whose practices are aimed at promoting inclusion, independence and autonomy in carrying out daily activities. Thus, this study identified and analyzed Occupational Therapy practices with autism children, the implications for their participation in their different life contexts, and discussed the ethical responsibility of the profession with this public. Eleven articles were identified. The results revealed that eleven articles were published between 2021 and 2022, during the severe acute respiratory syndrome pandemic – SARS/COVID. There is a diversity of themes, perspectives and possibilities regarding Occupational Therapy practices with this public. The ethical implications in relation to telecare/telemonitoring, family-centered approach and sensory integration/to play are discussed, based on the identified studies and regulations relating to the profession. It is considered that the study adds to the knowledge of the area and it is suggested that other studies seek to deepen the reflections presented her.
Keywords: occupational therapy, ethic, autism spectrum disorder.
Asistencia a niños neurodivergentes y sus implicaciones prácticas en terapia ocupacional
RESUMEN. Las personas con Trastorno del Espectro Autista (TEA) son uno de los principales grupos destinatarios de los terapeutas ocupacionales, especialmente durante el ciclo vital infantil, y cuyas prácticas están dirigidas a promover la inclusión, la independencia y la autonomía en la realización de las actividades diarias. Así, este estudio identificó y analizó las prácticas de Terapia Ocupacional con niños con autismo, las implicaciones para su participación en sus diferentes contextos de vida y discutió la responsabilidad ética de la profesión con ese público. Se trata de una revisión integradora de la literatura que analizó 17 estudios publicados en revistas brasileñas de Terapia Ocupacional y que abordaron las prácticas de la profesión con niños autistas. Se identificaron once artículos. Los resultados revelaron que once artículos fueron publicados entre 2021 y 2022, durante la pandemia del síndrome respiratorio agudo severo – SARS/COVID.Existe diversidad de temáticas, perspectivas y posibilidades en cuanto a las prácticas de Terapia Ocupacional con este público. Se discuten las implicaciones éticas en relación a la teleasistencia/telemonitorización, el enfoque centrado en la família y la integración sensorial/juego, a partir de los estudios y normativas identificadas relativas a la profesión. Se considera que el estudio suma al conocimiento del área y se sugiere que otros estudios busquen profundizar las reflexiones aquí presentadas.
Palabras clave: terapia ocupacional, principio moral, desorden del espectro autista
TIRANDO AS ANOMALINAS DO ARMÁRIO ESCOLAR
Get PDFThis study analyzes the queer artistic-literary potential of the works Dentro do armário (Yamanishi, 2017) and Anomalina na Heterolândia (Arruda, 2018 [2013]) to deconstruct the cisheteropatriarchal school norm. Through qualitative research and critical analysis, articulated with queer theory and multilearning, we discuss how the poem questions the dialectic of the closet, while the comic challenges gender binarism, resisting the normalization of abject bodies. The proposed didactic sequence aims to stimulate critical reflections on identities. Thus, we show that queer cultural artifacts, incorporated into teaching, transform pedagogical practices into instruments of insurgency and socio-cultural resistance.Este estudo analisa o potencial artístico-literário queer do poema Dentro do armário (Yamanishi, 2017) e do quadrinho Anomalina na Heterolândia (Arruda, 2018 [2013]) para desconstruir a norma cisheteropatriarcal escolar. Por meio de pesquisa qualitativa e análise crítica, articulada à teoria queer e aos multiletramentos, discute-se representação artística da dialética do armário e dos binarismos de gêneros e sexualidades, resistindo à normalização de corpos abjetos. A sequência didática proposta em uma oficina para futuros educadores visa estimular reflexões críticas sobre gêneros e sexualidades. Evidencia-se que artefatos culturais queer, incorporados ao ensino, transformam práticas pedagógicas em instrumentos de insurgência e resistência sociocultural
A LITERATURA INDÍGENA COMO UM DIREITO CULTURAL ÀS INFÂNCIAS: CAMINHOS PARA UM ENSINO DECOLONIAL
Get PDFWe present here an investigation that sought paths for pedagogical practice that values indigenous diversity and breaks with the colonial logic still present in schools, focusing on indigenous literature and its contribution to the implementation of Law No. 11.645/2008. Through a bibliographic survey of studies produced in the Southeast region of Brazil, between 2020 and 2024, combined with indigenous experiences, we sought to learn about the productions in the area and understand how indigenous literature can strengthen teacher training committed to anti-racist and decolonial education. The results indicated few related productions, with works more focused on the area of Literature/Linguistics.Apresentamos aqui uma investigação que buscou caminhos para uma prática pedagógica que valorize a diversidade indígena e rompa com a lógica colonial ainda presente nas escolas, tendo como foco a literatura indígena e sua contribuição para a implementação da Lei nº 11.645/2008. Através de um levantamento bibliográfico de estudos produzidos na região Sudeste do Brasil, entre 2020 e 2024, aliado à escrevivência, buscou-se conhecer as produções na área e compreender como a literatura indígena pode fortalecer uma formação docente comprometida com uma educação antirracista e decolonial. Os resultados indicaram poucas produções afins, com trabalhos mais voltados à área de Letras/Linguística
A CONTAÇÃO DE HISTÓRIAS COM UM OLHAR SENSÍVEL PARA INCLUIR ALUNOS COM AUTISMO
Get PDFStorytelling is a topic that is well thought of when it comes to resources to encourage reading. Based on this proposal, this article proposes a sensitive look at autistic students in the magical adventure of the stories told and for these purposes some objectives were outlined. Our general objective is the process of including autistic children in storytelling, which was broken down into three specific objectives that are investigated: how the autistic child interacts; Identify the factors that will be addressed to bring autistic students closer to reading and analyze strategies to promote inclusion. The research is justified by the belief that storytelling attracts children's interest in books and stimulates the desire to be a reader and autistic children have the right to participate in this pleasurable educational process. Realize from the analyzes that it is through readings that storytelling can be an important resource in building a relationship of trust between the autistic child and the teacher, as well as among their colleagues. To achieve this, it is important to build a relationship in which the child can feel safe.El storytelling es un tema muy discutido cuando se trata de recursos para fomentar la lectura. Partiendo de esta premisa, este artículo propone una mirada sensible a los estudiantes autistas en la mágica aventura de los cuentos contados y para ello se trazaron algunos objetivos. Nuestro objetivo general es el proceso de inclusión de niños autistas en la narración, el cual se desglosó en tres objetivos específicos, que son: investigar cómo interactúan los niños autistas; identificar los factores que contribuyen a acercar a los estudiantes autistas a la lectura y analizar estrategias para promover la inclusión. La investigación se justifica por la creencia de que contar cuentos atrae el interés de los niños por los libros y estimula el deseo de ser lectores y que los niños autistas tienen derecho a participar en este proceso de forma placentera. De los análisis se desprende claramente que es a través de las lecturas que la narración puede ser un recurso importante para construir una relación de confianza entre el niño autista y el maestro, así como entre sus colegas. Para lograrlo, es importante construir una relación en la que el niño pueda sentirse seguro.
A contação de história é um tema bastante discutido quando se trata de recursos para o incentivo à leitura. A partir dessa premissa, este artigo propõe um olhar sensível para alunos autistas na mágica aventura das histórias contadas e para tal alguns objetivos foram traçados. Temos como objetivo geral o processo de inclusão da criança autista na contação de histórias, o qual foi desdobrado em três objetivos específicos que são: investigar como acontece a interação da criança autista; identificar os fatores que contribuem para aproximar o aluno autista da leitura e analisar estratégias para promover a inclusão. A pesquisa se justifica por acreditar que a contação de histórias atrai o interesse da criança para os livros e estimula o desejo de ser um leitor e a criança autista tem o direito de participar desse processo de forma prazerosa. Percebe-se a partir das análises que é por meio das leituras que a contação de histórias pode ser um recurso importante na construção de uma relação de confiança entre a criança autista e o professor, bem como entre seus colegas. Para isso, é importante construir uma relação em que a criança possa sentir-se segura
Educação do Campo e Escola da terra: experiências da LEDOC-UFCAT
Get PDFABSTRACT. The present interview is part of an extensive research project, which I have been developing for five years. More specifically, this project aims to record the experiences in the implementation of Undergraduate Degrees in Rural Education in different Brazilian Federal Universities. Before presenting the interview with Prof. Dr. Wender Faleiro, it is important to make some observations. I have known Professor Wender since I arrived at the Federal University of Tocantins in 2014, from then on, we have met in several Congresses and Meetings, especially for the inter-institutional activities developed by the Field Education courses of the Federal University of Tocantins (UFT) and the Federal University of Catalão (UFCat), among them, the Escola da Terra. From my conversations with him and other researchers of Field Education, I continue this project, which is nothing more than a record of the experiences of teachers dedicated to Field Education. Upon learning about this project, Prof. Dr. Wender Faleiro volunteered some of his time for this interview. Author of several articles, book chapters, and complete works, and with the same dedication to studies on education for Brazilian peasant populations, Prof. Wender was able to tell us a little about his academic career, the institutionalization of the degree course in Rural Education in the UFCat, his expectations for the strengthening of the course in the future, and his experiences with the Escola da Terra. So, I hope the reader can follow the interview granted - appropriating his own words - by a militant of public policies for Education of the Field.ABSTRACT. The present interview is part of an extensive research project, which I have been developing for five years. More specifically, this project aims to record the experiences in the implementation of Undergraduate Degrees in Rural Education in different Brazilian Federal Universities. Before presenting the interview with Prof. Dr. Wender Faleiro, it is important to make some observations. I have known Professor Wender since I arrived at the Federal University of Tocantins in 2014, from then on, we have met in several Congresses and Meetings, especially for the inter-institutional activities developed by the Field Education courses of the Federal University of Tocantins (UFT) and the Federal University of Catalão (UFCat), among them, the Escola da Terra. From my conversations with him and other researchers of Field Education, I continue this project, which is nothing more than a record of the experiences of teachers dedicated to Field Education. Upon learning about this project, Prof. Dr. Wender Faleiro volunteered some of his time for this interview. Author of several articles, book chapters, and complete works, and with the same dedication to studies on education for Brazilian peasant populations, Prof. Wender was able to tell us a little about his academic career, the institutionalization of the degree course in Rural Education in the UFCat, his expectations for the strengthening of the course in the future, and his experiences with the Escola da Terra. So, I hope the reader can follow the interview granted - appropriating his own words - by a militant of public policies for Education of the Field.RESUMEN. La presente entrevista forma parte de un amplio proyecto de investigación que llevo desarrollando desde hace cinco años. Más concretamente, este proyecto pretende registrar las experiencias en la implantación de titulaciones en educación rural en diferentes universidades federales brasileñas. Antes de presentar la entrevista con el profesor Dr. Wender Faleiro, es importante hacer algunas observaciones. Conozco al profesor Wender desde que llegué a la Universidad Federal de Tocantins, en 2014, y desde entonces nos hemos encontrado en varios congresos y reuniones, especialmente por las actividades interinstitucionales que desarrollan las carreras de Educación de Campo de la Universidad Federal de Tocantins (UFT) y la Universidad Federal de Catalão (UFCat), incluyendo la Escola da Terra. A partir de mis conversaciones con él y con otros investigadores de la Educación de Campo, continúo en este proyecto, que no es más que un registro de las experiencias de los profesores dedicados a la Educación de Campo. Al conocer este proyecto, el Prof. Dr. Wender Faleiro cedió parte de su tiempo para la presente entrevista. Autor de varios artículos, capítulos de libros y obras completas, y con la misma dedicación a los estudios sobre la educación de las poblaciones campesinas brasileñas, el profesor Wender pudo contarnos un poco sobre su trayectoria académica, la institucionalización de la carrera de Educación Rural en la UFCat, sus expectativas para el fortalecimiento de la carrera en el futuro y sus experiencias con la Escola da Terra. Así, espero que el lector pueda seguir la entrevista concedida -apropiándose de sus propias palabras- por un militante de las políticas públicas de Educación del Campo.ABSTRACT. The present interview is part of an extensive research project, which I have been developing for five years. More specifically, this project aims to record the experiences in the implementation of Undergraduate Degrees in Rural Education in different Brazilian Federal Universities. Before presenting the interview with Prof. Dr. Wender Faleiro, it is important to make some observations. I have known Professor Wender since I arrived at the Federal University of Tocantins in 2014, from then on, we have met in several Congresses and Meetings, especially for the inter-institutional activities developed by the Field Education courses of the Federal University of Tocantins (UFT) and the Federal University of Catalão (UFCat), among them, the Escola da Terra. From my conversations with him and other researchers of Field Education, I continue this project, which is nothing more than a record of the experiences of teachers dedicated to Field Education. Upon learning about this project, Prof. Dr. Wender Faleiro volunteered some of his time for this interview. Author of several articles, book chapters, and complete works, and with the same dedication to studies on education for Brazilian peasant populations, Prof. Wender was able to tell us a little about his academic career, the institutionalization of the degree course in Rural Education in the UFCat, his expectations for the strengthening of the course in the future, and his experiences with the Escola da Terra. So, I hope the reader can follow the interview granted - appropriating his own words - by a militant of public policies for Education of the Field.A presente entrevista faz parte de um extenso projeto de pesquisa, o qual venho desenvolvendo a cinco anos. De modo mais específico, esse projeto visa registrar as experiências na implementação das Licenciaturas em Educação do Campo em diferentes Universidades Federais Brasileiras. Antes de apresentar a entrevista com o Prof. Dr. Wender Faleiro, é importante realizar algumas ponderações. Conheci o professor Wender desde que cheguei à Universidade Federal do Tocantins em 2014, de lá para cá, nos encontramos em diversos Congressos e Encontros, especialmente pelas atividades interinstitucionais desenvolvidas pelos cursos de Educação do Campo da Universidade Federal do Tocantins (UFT) e a Universidade Federal de Catalão (UFCat), entre elas, a Escola da Terra. A partir de minhas conversas com ele e outros pesquisadores da Educação do Campo, continuo nesse projeto, que nada mais é do que um registro das experiências dos docentes dedicados à Educação do Campo. Ao tomar conhecimento deste projeto, o Prof. Dr. Wender Faleiro cedeu-se um pouco do seu tempo para realizarmos a presente entrevista. Autor de diversos artigos, capítulos de livros e obras completas e, com a mesma dedicação dispensada para os estudos sobre a educação direcionada às populações camponesas brasileiras, o Prof. Wender pôde nos contar um pouco sobre sua trajetória acadêmica, a institucionalização do curso de Licenciatura em Educação do Campo na UFCat, até suas expectativas quanto ao fortalecimento do curso no futuro e suas experiências com a Escola da Terra. Então, espero que o leitor acompanhe a entrevista concedida – apropriando de suas próprias palavras – por um militante das políticas públicas de Educação do Campo.
Palavras-chave: trajetória, docência, campo, identidade, resistência.
Rural Education and Land School: LEDOC-UFCAT's experiences
ABSTRACT. The present interview is part of an extensive research project, which I have been developing for five years. More specifically, this project aims to record the experiences in the implementation of Undergraduate Degrees in Rural Education in different Brazilian Federal Universities. Before presenting the interview with Prof. Dr. Wender Faleiro, it is important to make some observations. I have known Professor Wender since I arrived at the Federal University of Tocantins in 2014, from then on, we have met in several Congresses and Meetings, especially for the inter-institutional activities developed by the Field Education courses of the Federal University of Tocantins (UFT) and the Federal University of Catalão (UFCat), among them, the Escola da Terra. From my conversations with him and other researchers of Field Education, I continue this project, which is nothing more than a record of the experiences of teachers dedicated to Field Education. Upon learning about this project, Prof. Dr. Wender Faleiro volunteered some of his time for this interview. Author of several articles, book chapters, and complete works, and with the same dedication to studies on education for Brazilian peasant populations, Prof. Wender was able to tell us a little about his academic career, the institutionalization of the degree course in Rural Education in the UFCat, his expectations for the strengthening of the course in the future, and his experiences with the Escola da Terra. So, I hope the reader can follow the interview granted - appropriating his own words - by a militant of public policies for Education of the Field.
Keywords: trajectory, teaching, countryside, identity, resistance.
Educación Rural y Escuela de la Tierra: experiencias de LEDOC-UFCAT
RESUMEN. La presente entrevista forma parte de un amplio proyecto de investigación que llevo desarrollando desde hace cinco años. Más concretamente, este proyecto pretende registrar las experiencias en la implantación de titulaciones en educación rural en diferentes universidades federales brasileñas. Antes de presentar la entrevista con el profesor Dr. Wender Faleiro, es importante hacer algunas observaciones. Conozco al profesor Wender desde que llegué a la Universidad Federal de Tocantins, en 2014, y desde entonces nos hemos encontrado en varios congresos y reuniones, especialmente por las actividades interinstitucionales que desarrollan las carreras de Educación de Campo de la Universidad Federal de Tocantins (UFT) y la Universidad Federal de Catalão (UFCat), incluyendo la Escola da Terra. A partir de mis conversaciones con él y con otros investigadores de la Educación de Campo, continúo en este proyecto, que no es más que un registro de las experiencias de los profesores dedicados a la Educación de Campo. Al conocer este proyecto, el Prof. Dr. Wender Faleiro cedió parte de su tiempo para la presente entrevista. Autor de varios artículos, capítulos de libros y obras completas, y con la misma dedicación a los estudios sobre la educación de las poblaciones campesinas brasileñas, el profesor Wender pudo contarnos un poco sobre su trayectoria académica, la institucionalización de la carrera de Educación Rural en la UFCat, sus expectativas para el fortalecimiento de la carrera en el futuro y sus experiencias con la Escola da Terra. Así, espero que el lector pueda seguir la entrevista concedida -apropiándose de sus propias palabras- por un militante de las políticas públicas de Educación del Campo.
Palabras-clave: trayectoria, la enseñanza, rural, la identidad, identidad, resistencia
Pedagogia da Alternância (PA): trabalho pedagógico que articula escola e territórios campesinos
Get PDFABSTRACT. This paper describes the experience of implementing the Pedagogy of Alternation (PA) in the final years of elementary education in three schools of the municipal school system of São Mateus, Espírito Santo, Brazil. This initiative led to the creation of the Committee on Rural Education, responsible for coordinating actions that supported the institutionalization of Rural Education in the municipality. The pedagogical movement initiated with PA in the final years expanded to early childhood education and the initial years of elementary education, incorporating elements of alternation into school practices. To safeguard this process, a set of regulations was collectively developed and approved by the Municipal Education Council, the City Council, and the Executive Branch, thereby ensuring political and institutional support for the project. The research is qualitative in nature, based on documentary, bibliographic, and participatory inquiry. As a result, this article disseminates the experience with the Pedagogy of Alternation, whose conception, since its origin in France, has been grounded in the triad of family, community, and school, a collective that integrates and interacts with pedagogical, administrative, and community work in the daily life of the schools.This article describes the experience of implementing the concept of Pedagogy of Alternation (PA) in the final years of primary school in three schools belonging to the municipal education network of the municipality of São Mateus, Espírito Santo. In this regard, with the organization of the Rural Education Committee of São Mateus, other actions were carried out for the implementation of rural education in the municipality. The pedagogical movement that began with the PA in the final years involved the stages of early childhood education and the initial years of primary school in the experience of alternating elements. As a way of protecting the entire path of rural education in the municipality, several laws were enacted under the guidance of the municipal board of education, city council and mayor’s office. This study has a qualitative character, based on the methodological contribution of documentary and bibliographic research. As a result, this article makes it possible to socialize the work carried out with the Pedagogy of Alternation, which since its inception in France has been based on the family-community-school tripod, a collective that integrates and interacts with the pedagogical, administrative and community work of school units with PA.Este trabajo describe la experiencia de implementación de la Pedagogía de Alternancia (PA) en los años finales de la Enseñanza Fundamental en 03 (tres) escuelas de la red municipal de enseñanza de São Mateus/ES. A partir de este hecho, con la organización del Comité de Educación Rural de São Mateus, se realizaron otras acciones para implementar la Educación Rural en el municipio. El movimiento pedagógico iniciado con la AP en los años finales, comienza a involucrar las etapas de educación infantil y años iniciales - Educación Elemental - en la vivencia de elementos de alternancia. Como forma de proteger toda la trayectoria de la Educación Rural en el municipio, se construyeron y aprobaron colectivamente varias leyes por parte del Consejo Municipal de Educación, Concejo Municipal y Ejecutivo. Esta investigación es de carácter cualitativo, basada en el aporte metodológico de la investigación documental y bibliográfica. Como resultado, este artículo permite socializar el trabajo realizado con la Pedagogía de la Alternancia, que, tal como se inició en Francia, sigue basándose en el trípode familia-comunidad-escuela, un colectivo que integra e interactúa con el trabajo pedagógico, administrativo y comunitario de las unidades escolares con AP.ABSTRACT. This paper describes the experience of implementing the Pedagogy of Alternation (PA) in the final years of elementary education in three schools of the municipal school system of São Mateus, Espírito Santo, Brazil. This initiative led to the creation of the Committee on Rural Education, responsible for coordinating actions that supported the institutionalization of Rural Education in the municipality. The pedagogical movement initiated with PA in the final years expanded to early childhood education and the initial years of elementary education, incorporating elements of alternation into school practices. To safeguard this process, a set of regulations was collectively developed and approved by the Municipal Education Council, the City Council, and the Executive Branch, thereby ensuring political and institutional support for the project. The research is qualitative in nature, based on documentary, bibliographic, and participatory inquiry. As a result, this article disseminates the experience with the Pedagogy of Alternation, whose conception, since its origin in France, has been grounded in the triad of family, community, and school, a collective that integrates and interacts with pedagogical, administrative, and community work in the daily life of the schools.Este trabalho descreve a experiência da implementação da Pedagogia da Alternância (PA) nos anos finais - Ensino Fundamental - em 03 (três) escolas da rede municipal de ensino de São Mateus/ES. A iniciativa impulsionou a criação do Comitê de Educação do Campo, responsável por articular ações que favoreceram a institucionalização da Educação do Campo no município. O movimento pedagógico iniciado com a PA nos anos finais se expandiu para as etapas da educação infantil e anos iniciais - Ensino fundamental - incorporando elementos da alternância às práticas escolares. Como uma forma de resguardar esse processo, diversas legislações foram construídas coletivamente e aprovadas pelo Conselho Municipal de Educação, Câmara de Vereadores e Executivo, garantindo respaldo político-institucional ao projeto. A pesquisa possui caráter qualitativo, com base em investigação documental, bibliográfica e participante. Como resultado, esse artigo possibilita socializar a experiência com a Pedagogia da Alternância, cuja concepção, desde sua origem na França, se sustenta no tripé família-comunidade-escola, coletivo que integra e interage com o trabalho pedagógico, administrativo e comunitário no cotidiano das unidades escolares.
Palavras-chave: Escola Comunitária Rural, Comitê de Educação do Campo, legislação, Pedagogia do Movimento.
Pedagogy of Alternation (PA): pedagogical work that links schools and rural territories
ABSTRACT. This paper describes the experience of implementing the Pedagogy of Alternation (PA) in the final years of elementary education in three schools of the municipal school system of São Mateus, Espírito Santo, Brazil. This initiative led to the creation of the Committee on Rural Education, responsible for coordinating actions that supported the institutionalization of Rural Education in the municipality. The pedagogical movement initiated with PA in the final years expanded to early childhood education and the initial years of elementary education, incorporating elements of alternation into school practices. To safeguard this process, a set of regulations was collectively developed and approved by the Municipal Education Council, the City Council, and the Executive Branch, thereby ensuring political and institutional support for the project. The research is qualitative in nature, based on documentary, bibliographic, and participatory inquiry. As a result, this article disseminates the experience with the Pedagogy of Alternation, whose conception, since its origin in France, has been grounded in the triad of family, community, and school, a collective that integrates and interacts with pedagogical, administrative, and community work in the daily life of the schools.
Keywords: Rural Community School, Rural Education Committee, legislation, Pedagogy of Movement.
Pedagogía de la Alternancia (PA): un trabajo pedagógico que vincula escuelas y territorios rurales
RESUMEN. Este trabajo describe la experiencia de implementación de la Pedagogía de la Alternancia (PA) en los años finales de la educación primaria en tres escuelas de la red municipal de enseñanza de São Mateus, Espírito Santo, Brasil. Esta iniciativa impulsó la creación del Comité de Educación del Campo, responsable de articular acciones que favorecieron la institucionalización de la Educación del Campo en el municipio. El movimiento pedagógico iniciado con la PA en los años finales se expandió a la educación infantil y a los primeros años de la educación primaria, incorporando elementos de la alternancia a las prácticas escolares. Para resguardar este proceso, diversas legislaciones fueron construidas colectivamente y aprobadas por el Consejo Municipal de Educación, la Cámara de Concejales y el Poder Ejecutivo, garantizando respaldo político-institucional al proyecto. La investigación es de carácter cualitativo, basada en investigación documental, bibliográfica y participante. Como resultado, este artículo posibilita socializar la experiencia con la Pedagogía de la Alternancia, cuya concepción, desde su origen en Francia, se sustenta en el trípode familia–comunidad–escuela, colectivo que integra e interactúa con el trabajo pedagógico, administrativo y comunitario en el cotidiano de las unidades escolares.
Palabras clave: Escuela Comunitaria Rural, Comité de Educación Rural, legislación, Pedagogía del Movimiento
Ensino de Ciências em uma escola integral e do campo a partir da problematização baseada no Arco de Maguerez
Get PDFABSTRACT. The article presents a teaching and learning sequence developed with students in the 3rd year of Elementary School in a full and countryside public school in Brasília/DF, Brazil, using the Maguerez Arc Problematization Methodology (MPAM). The objective is to develop, apply and analyze the results of this didactic sequence, based on MPAM, aiming to raise awareness about the pollution of water sources in the school community, promoting observation skills, critical analysis and community action. The teaching and learning sequence includes the five stages of the methodology: observation of reality, identification of key points, theorization, formulation of solution hypotheses and practical application. Students carry out activities such as cleaning efforts and awareness campaigns, involving the local community. The study highlights the importance of environmental education and active participation in preserving the environment, contributing to the formation of critical and engaged citizens. Research suggests that this approach may be a qualified option for teaching science.ABSTRACT. The article presents a teaching and learning sequence developed with students in the 3rd year of Elementary School in a full and countryside public school in Brasília/DF, Brazil, using the Maguerez Arc Problematization Methodology (MPAM). The objective is to develop, apply and analyze the results of this didactic sequence, based on MPAM, aiming to raise awareness about the pollution of water sources in the school community, promoting observation skills, critical analysis and community action. The teaching and learning sequence includes the five stages of the methodology: observation of reality, identification of key points, theorization, formulation of solution hypotheses and practical application. Students carry out activities such as cleaning efforts and awareness campaigns, involving the local community. The study highlights the importance of environmental education and active participation in preserving the environment, contributing to the formation of critical and engaged citizens. Research suggests that this approach may be a qualified option for teaching science.RESUMEN. El artículo presenta una secuencia didáctica desarrollada con alumnos del 3º año de la Enseñanza Fundamental de una escuela pública de tiempo integral del interior de Brasilia/DF, utilizando la Metodología de Problematización con el Arco de Maguerez (MPAM). El objetivo es desarrollar, aplicar y analizar los resultados de esta secuencia de enseñanza, basada en el MPAM, buscando concientizar sobre la contaminación de las fuentes de agua en la comunidad escolar, promoviendo habilidades de observación, análisis crítico y acción comunitaria. La secuencia de enseñanza comprende las cinco etapas de la metodología: observación de la realidad, identificación de puntos clave, teorización, formulación de hipótesis de solución y aplicación práctica. Los estudiantes realizan actividades como campañas de limpieza y campañas de concientización, involucrando a la comunidad local. El estudio destaca la importancia de la educación ambiental y la participación activa en la preservación del medio ambiente, contribuyendo a la formación de ciudadanos críticos y comprometidos. Las investigaciones sugieren que este enfoque puede ser una opción válida para la enseñanza de las ciencias.ABSTRACT. The article presents a teaching and learning sequence developed with students in the 3rd year of Elementary School in a full and countryside public school in Brasília/DF, Brazil, using the Maguerez Arc Problematization Methodology (MPAM). The objective is to develop, apply and analyze the results of this didactic sequence, based on MPAM, aiming to raise awareness about the pollution of water sources in the school community, promoting observation skills, critical analysis and community action. The teaching and learning sequence includes the five stages of the methodology: observation of reality, identification of key points, theorization, formulation of solution hypotheses and practical application. Students carry out activities such as cleaning efforts and awareness campaigns, involving the local community. The study highlights the importance of environmental education and active participation in preserving the environment, contributing to the formation of critical and engaged citizens. Research suggests that this approach may be a qualified option for teaching science.O artigo apresenta uma sequência didática desenvolvida com estudantes do 3º ano do Ensino Fundamental em uma escola pública integral e do campo em Brasília/DF, utilizando a Metodologia da Problematização com o Arco de Maguerez (MPAM). O objetivo é desenvolver, aplicar e analisar resultados dessa sequência didática, fundamentada na MPAM, visando à conscientização sobre a poluição das nascentes de água da comunidade escolar, promovendo habilidades de observação, análise crítica e ação comunitária. A sequência didática contempla as cinco etapas da metodologia: observação da realidade, identificação de pontos-chave, teorização, formulação de hipóteses de solução e aplicação prática. Os estudantes realizam atividades como mutirões de limpeza e campanhas de conscientização, envolvendo a comunidade local. O estudo destaca a importância da educação ambiental e da participação ativa na preservação do meio ambiente, contribuindo para a formação de cidadãos críticos e engajados. A pesquisa sugere que essa abordagem pode ser uma opção qualificada para o ensino de ciências.
Palavras-chave: arco de Maguerez, ensino de ciências, sequência didática.
Science teaching in a full and countryside school based on Problematization on the Maguerez Arch
ABSTRACT. The article presents a teaching and learning sequence developed with students in the 3rd year of Elementary School in a full and countryside public school in Brasília/DF, Brazil, using the Maguerez Arc Problematization Methodology (MPAM). The objective is to develop, apply and analyze the results of this didactic sequence, based on MPAM, aiming to raise awareness about the pollution of water sources in the school community, promoting observation skills, critical analysis and community action. The teaching and learning sequence includes the five stages of the methodology: observation of reality, identification of key points, theorization, formulation of solution hypotheses and practical application. Students carry out activities such as cleaning efforts and awareness campaigns, involving the local community. The study highlights the importance of environmental education and active participation in preserving the environment, contributing to the formation of critical and engaged citizens. Research suggests that this approach may be a qualified option for teaching science.
Keywords: Maguerez arch, science teaching, didactic sequence.
Enseñanza de las ciencias en una escuela integral y rural basada en la Problematización a partir del Arco de Maguerez
RESUMEN. El artículo presenta una secuencia didáctica desarrollada con alumnos del 3º año de la Enseñanza Fundamental de una escuela pública de tiempo integral del interior de Brasilia/DF, utilizando la Metodología de Problematización con el Arco de Maguerez (MPAM). El objetivo es desarrollar, aplicar y analizar los resultados de esta secuencia de enseñanza, basada en el MPAM, buscando concientizar sobre la contaminación de las fuentes de agua en la comunidad escolar, promoviendo habilidades de observación, análisis crítico y acción comunitaria. La secuencia de enseñanza comprende las cinco etapas de la metodología: observación de la realidad, identificación de puntos clave, teorización, formulación de hipótesis de solución y aplicación práctica. Los estudiantes realizan actividades como campañas de limpieza y campañas de concientización, involucrando a la comunidad local. El estudio destaca la importancia de la educación ambiental y la participación activa en la preservación del medio ambiente, contribuyendo a la formación de ciudadanos críticos y comprometidos. Las investigaciones sugieren que este enfoque puede ser una opción válida para la enseñanza de las ciencias.
Palabras clave: arco de Maguerez, enseñanza de las ciencias, secuencia didáctica
Educação do Campo em Território Caiçara: Temas Geradores como Prática de (Re)Existência nas Ilhas de Guaraqueçaba-PR
Get PDFABSTRACT. This article focuses on the pedagogical practices developed in schools located in the caiçara communities of the Guaraqueçaba islands, on the coast of Paraná, Brazil, emphasizing the use of generative themes as an educational strategy. The research is framed within the field of Rural Education and aimed to analyze how generative themes, as a pedagogical tool, contributed to cultural (re)existence processes and the strengthening of territorial identity in school practices. The methodological approach was qualitative, with a participatory and investigative character, including field observations, documentation of pedagogical activities, and dialogues with educators and students involved in the process. The results showed that the integration of generative themes into pedagogical planning enabled the valorization of local knowledge, strengthened the relationship between school and community, and promoted the construction of a curriculum more attuned to the realities of island territories. Furthermore, it highlighted the protagonism of children in recognizing their own experiences as part of the educational process. It is concluded that the use of generative themes constitutes a powerful practice of resistance against curriculum homogenization, fostering contextualized and culturally meaningful learning experiences for rural subjects.This article focuses on the pedagogical practices developed in schools located in the caiçara communities of the Guaraqueçaba islands, on the coast of Paraná, Brazil, emphasizing the use of generative themes as an educational strategy. The research is framed within the field of Rural Education and aimed to analyze how generative themes, as a pedagogical tool, contributed to cultural (re)existence processes and the strengthening of territorial identity in school practices. The methodological approach was qualitative, with a participatory and investigative character, including field observations, documentation of pedagogical activities, and dialogues with educators and students involved in the process. The results showed that the integration of generative themes into pedagogical planning enabled the valorization of local knowledge, strengthened the relationship between school and community, and promoted the construction of a curriculum more attuned to the realities of island territories. Furthermore, it highlighted the protagonism of children in recognizing their own experiences as part of the educational process. It is concluded that the use of generative themes constitutes a powerful practice of resistance against curriculum homogenization, fostering contextualized and culturally meaningful learning experiences for rural subjects.RESUMEN. Este artículo tiene como objeto de estudio las prácticas pedagógicas desarrolladas en escuelas situadas en comunidades caiçaras de las islas de Guaraqueçaba, en el litoral del estado de Paraná, Brasil, con énfasis en el uso de temas generadores como estrategia educativa. La investigación se inscribe en el campo de la Educación del Campo y tuvo como objetivo analizar de qué manera los temas generadores, como herramienta pedagógica, contribuyeron a procesos de (re)existencia cultural y al fortalecimiento de la identidad territorial en las prácticas escolares. Se adoptó un enfoque metodológico cualitativo, de carácter participativo e investigativo, que incluyó observaciones de campo, registros de actividades pedagógicas y diálogos con educadores y estudiantes involucrados. Los resultados demostraron que la inserción de temas generadores en la planificación pedagógica permitió la valorización de los saberes locales, el fortalecimiento de la relación entre la escuela y la comunidad, y la construcción de un currículo más sensible a las realidades insulares. Se evidenció, además, el protagonismo de los niños al reconocer sus vivencias como parte del proceso educativo. Se concluye que los temas generadores constituyen una práctica potente de resistencia frente a la homogeneización curricular, promoviendo aprendizajes contextualizados y culturalmente significativos.ABSTRACT. This article focuses on the pedagogical practices developed in schools located in the caiçara communities of the Guaraqueçaba islands, on the coast of Paraná, Brazil, emphasizing the use of generative themes as an educational strategy. The research is framed within the field of Rural Education and aimed to analyze how generative themes, as a pedagogical tool, contributed to cultural (re)existence processes and the strengthening of territorial identity in school practices. The methodological approach was qualitative, with a participatory and investigative character, including field observations, documentation of pedagogical activities, and dialogues with educators and students involved in the process. The results showed that the integration of generative themes into pedagogical planning enabled the valorization of local knowledge, strengthened the relationship between school and community, and promoted the construction of a curriculum more attuned to the realities of island territories. Furthermore, it highlighted the protagonism of children in recognizing their own experiences as part of the educational process. It is concluded that the use of generative themes constitutes a powerful practice of resistance against curriculum homogenization, fostering contextualized and culturally meaningful learning experiences for rural subjects.Este artigo tem como objeto de estudo as práticas pedagógicas desenvolvidas em escolas localizadas nas comunidades caiçaras das ilhas de Guaraqueçaba, no litoral do Paraná, com foco na utilização de temas geradores como estratégia educativa. A pesquisa insere-se no campo da Educação do Campo e teve como objetivo analisar de que maneira os temas geradores, enquanto instrumento pedagógico, contribuíram para processos de (re)existência cultural e fortalecimento da identidade territorial nas práticas escolares. A abordagem metodológica foi qualitativa, com caráter participativo e investigativo, contemplando observações em campo, registros das atividades pedagógicas e diálogos com educadores e educandos envolvidos no processo. Os resultados revelaram que a inserção dos temas geradores no planejamento pedagógico possibilitou a valorização dos saberes locais, o fortalecimento da relação entre escola e comunidade, e a construção de um currículo mais sensível às realidades insulares. Evidenciou-se, ainda, o protagonismo das crianças ao reconhecerem suas vivências como parte do processo educativo. Conclui-se que o uso dos temas geradores se constitui como uma prática potente de resistência frente às homogeneizações curriculares, promovendo aprendizagens contextualizadas e culturalmente significativas para os sujeitos do campo.
Palavras-chave: educação do campo, temas geradores, território caiçara, práticas pedagógicas, identidade cultural.
Rural Education in Caiçara Territory: Generative Themes as a Practice of (Re)Existence in the Islands of Guaraqueçaba, Brazil
ABSTRACT. This article focuses on the pedagogical practices developed in schools located in the caiçara communities of the Guaraqueçaba islands, on the coast of Paraná, Brazil, emphasizing the use of generative themes as an educational strategy. The research is framed within the field of Rural Education and aimed to analyze how generative themes, as a pedagogical tool, contributed to cultural (re)existence processes and the strengthening of territorial identity in school practices. The methodological approach was qualitative, with a participatory and investigative character, including field observations, documentation of pedagogical activities, and dialogues with educators and students involved in the process. The results showed that the integration of generative themes into pedagogical planning enabled the valorization of local knowledge, strengthened the relationship between school and community, and promoted the construction of a curriculum more attuned to the realities of island territories. Furthermore, it highlighted the protagonism of children in recognizing their own experiences as part of the educational process. It is concluded that the use of generative themes constitutes a powerful practice of resistance against curriculum homogenization, fostering contextualized and culturally meaningful learning experiences for rural subjects.
Keywords: rural education, generative themes, caiçara territory, pedagogical practices, cultural identity.
Educación del Campo en Territorio Caiçara: Temas Generadores como Práctica de (Re)Existencia en las Islas de Guaraqueçaba-PR
RESUMEN. Este artículo tiene como objeto de estudio las prácticas pedagógicas desarrolladas en escuelas situadas en comunidades caiçaras de las islas de Guaraqueçaba, en el litoral del estado de Paraná, Brasil, con énfasis en el uso de temas generadores como estrategia educativa. La investigación se inscribe en el campo de la Educación del Campo y tuvo como objetivo analizar de qué manera los temas generadores, como herramienta pedagógica, contribuyeron a procesos de (re)existencia cultural y al fortalecimiento de la identidad territorial en las prácticas escolares. Se adoptó un enfoque metodológico cualitativo, de carácter participativo e investigativo, que incluyó observaciones de campo, registros de actividades pedagógicas y diálogos con educadores y estudiantes involucrados. Los resultados demostraron que la inserción de temas generadores en la planificación pedagógica permitió la valorización de los saberes locales, el fortalecimiento de la relación entre la escuela y la comunidad, y la construcción de un currículo más sensible a las realidades insulares. Se evidenció, además, el protagonismo de los niños al reconocer sus vivencias como parte del proceso educativo. Se concluye que los temas generadores constituyen una práctica potente de resistencia frente a la homogeneización curricular, promoviendo aprendizajes contextualizados y culturalmente significativos.
Palabras clave: educación del campo, temas generadores, territorio caiçara, prácticas pedagógicas, identidad cultural