Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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Aproximações e distanciamentos entre Educação do Campo e Alfabetização Científica: Uma Comparação Teórica e Pedagógica
Get PDFABSTRACT. This study aimed to analyze the approaches and divergences between discussions on Rural Education and Scientific Literacy, investigating how these perspectives can be articulated to strengthen science teaching in rural education contexts. To this end, a qualitative bibliographic research was conducted, involving the selection and analysis of articles published in the last ten years on the CAPES journal platform. The results indicate that the integration between Rural Education and Scientific Literacy occurs when science teaching values traditional knowledge and students lived realities, promoting contextualized and critical learning. Strategies such as the Pedagogy of Alternation and inquiry-based teaching proved effective, although challenges such as insufficient teacher training and the scarcity of contextualized teaching materials still persist. It was possible to understand that Scientific Literacy can significantly contribute to a more emancipatory and critical education in rural contexts, provided that public policies and diversified pedagogical practices are implemented to strengthen this integration.ABSTRACT. This study aimed to analyze the approaches and divergences between discussions on Rural Education and Scientific Literacy, investigating how these perspectives can be articulated to strengthen science teaching in rural education contexts. To this end, a qualitative bibliographic research was conducted, involving the selection and analysis of articles published in the last ten years on the CAPES journal platform. The results indicate that the integration between Rural Education and Scientific Literacy occurs when science teaching values traditional knowledge and students lived realities, promoting contextualized and critical learning. Strategies such as the Pedagogy of Alternation and inquiry-based teaching proved effective, although challenges such as insufficient teacher training and the scarcity of contextualized teaching materials still persist. It was possible to understand that Scientific Literacy can significantly contribute to a more emancipatory and critical education in rural contexts, provided that public policies and diversified pedagogical practices are implemented to strengthen this integration.RESUMEN. Este estudio tuvo como objetivo analizar las aproximaciones y distanciamientos entre los debates sobre educación del campo y alfabetización científica, investigando cómo estas perspectivas pueden articularse para fortalecer la enseñanza de las ciencias en contextos de educación del campo. Para ello, se realizó una investigación bibliográfica con un enfoque cualitativo, seleccionando y analizando artículos publicados en los últimos diez años en la revista de CAPES. Los resultados indican que la integración entre la Educación del Campo y la Alfabetización Científica ocurre cuando la enseñanza de las ciencias considera los saberes tradicionales y la realidad de los estudiantes, promoviendo un aprendizaje contextualizado y crítico. Estrategias como la Pedagogía de la Alternancia y la enseñanza basada en la investigación han demostrado ser eficaces, aunque persisten desafíos como la insuficiente formación docente y la escasez de materiales didácticos contextualizados. Se concluye que la Alfabetización Científica puede contribuir significativamente a una educación más emancipadora y crítica en el contexto del campo, siempre que se implementen políticas públicas y prácticas pedagógicas diversificadas para fortalecer esta integración.ABSTRACT. This study aimed to analyze the approaches and divergences between discussions on Rural Education and Scientific Literacy, investigating how these perspectives can be articulated to strengthen science teaching in rural education contexts. To this end, a qualitative bibliographic research was conducted, involving the selection and analysis of articles published in the last ten years on the CAPES journal platform. The results indicate that the integration between Rural Education and Scientific Literacy occurs when science teaching values traditional knowledge and students lived realities, promoting contextualized and critical learning. Strategies such as the Pedagogy of Alternation and inquiry-based teaching proved effective, although challenges such as insufficient teacher training and the scarcity of contextualized teaching materials still persist. It was possible to understand that Scientific Literacy can significantly contribute to a more emancipatory and critical education in rural contexts, provided that public policies and diversified pedagogical practices are implemented to strengthen this integration.Este estudo teve como objetivo analisar as aproximações e distanciamentos entre as discussões sobre educação do campo e alfabetização científica, investigando como essas perspectivas podem se articular para fortalecer o ensino de ciências em contextos da educação do campo. Para isso, foi realizada uma pesquisa bibliográfica de abordagem qualitativa, com a seleção e análise de artigos publicados nos últimos dez anos no Portal de periódicos da CAPES. Os resultados indicam que a integração entre Educação do Campo e Alfabetização Científica ocorre quando o ensino de ciências considera os saberes tradicionais e a realidade dos estudantes, promovendo um aprendizado contextualizado e crítico. Estratégias como a Pedagogia da Alternância e o ensino por investigação demonstraram-se eficazes, embora desafios como a formação docente insuficiente e a escassez de materiais didáticos contextualizados ainda persistam. Foi possível compreender que a Alfabetização Científica pode contribuir significativamente para uma educação mais emancipadora e crítica no contexto do campo, desde que políticas públicas e práticas pedagógicas diversificadas sejam implementadas para fortalecer essa integração.
Palavras-chave: educação do campo, alfabetização científica, ensino de ciências.
Aproximaciones y distanciamientos entre la Educación del Campo y la Alfabetización Científica: Una Comparación Teórica y Pedagógica
RESUMEN. Este estudio tuvo como objetivo analizar las aproximaciones y distanciamientos entre los debates sobre educación del campo y alfabetización científica, investigando cómo estas perspectivas pueden articularse para fortalecer la enseñanza de las ciencias en contextos de educación del campo. Para ello, se realizó una investigación bibliográfica con un enfoque cualitativo, seleccionando y analizando artículos publicados en los últimos diez años en la revista de CAPES. Los resultados indican que la integración entre la Educación del Campo y la Alfabetización Científica ocurre cuando la enseñanza de las ciencias considera los saberes tradicionales y la realidad de los estudiantes, promoviendo un aprendizaje contextualizado y crítico. Estrategias como la Pedagogía de la Alternancia y la enseñanza basada en la investigación han demostrado ser eficaces, aunque persisten desafíos como la insuficiente formación docente y la escasez de materiales didácticos contextualizados. Se concluye que la Alfabetización Científica puede contribuir significativamente a una educación más emancipadora y crítica en el contexto del campo, siempre que se implementen políticas públicas y prácticas pedagógicas diversificadas para fortalecer esta integración.
Palabras clave: educación del campo, alfabetización científica, enseñanza de las ciencias.
Approximations and Distances between Rural Education and Scientific Literacy: A Theoretical and Pedagogical Comparison
ABSTRACT. This study aimed to analyze the approaches and divergences between discussions on Rural Education and Scientific Literacy, investigating how these perspectives can be articulated to strengthen science teaching in rural education contexts. To this end, a qualitative bibliographic research was conducted, involving the selection and analysis of articles published in the last ten years on the CAPES journal platform. The results indicate that the integration between Rural Education and Scientific Literacy occurs when science teaching values traditional knowledge and students lived realities, promoting contextualized and critical learning. Strategies such as the Pedagogy of Alternation and inquiry-based teaching proved effective, although challenges such as insufficient teacher training and the scarcity of contextualized teaching materials still persist. It was possible to understand that Scientific Literacy can significantly contribute to a more emancipatory and critical education in rural contexts, provided that public policies and diversified pedagogical practices are implemented to strengthen this integration.
Keywords: rural education, scientific literacy, science teaching
Contribuições do pensamento complexo para o ensino de Física na Educação do Campo
Get PDFThe Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural educators, but also in the constitution of the Rural Education paradigm itself. Therefore, this work aimed to identify contributions of complex thinking to Physics teaching in Rural Education. For this, bibliographical research was carried out in national theses and dissertations covering research in the areas of Physics teaching and Rural Education carried out under complex thinking. Eighteen works were found in the Brazilian Digital Library of Theses and Dissertations. The works were submitted to Thematic Analysis, in which the convergent themes between Rural Education and Physics teaching were chosen as thematic nuclei, which enabled guiding discussions for the curriculum, teacher training and teaching practice. Two thematic cores emerged: (i) contextualization and (ii) inter and transdisciplinarity. From them, possibilities like Freirean thematic approach and the pedagogy of alternation were highlighted.The Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural educators, but also in the constitution of the Rural Education paradigm itself. Therefore, this work aimed to identify contributions of complex thinking to Physics teaching in Rural Education. For this, bibliographical research was carried out in national theses and dissertations covering research in the areas of Physics teaching and Rural Education carried out under complex thinking. Eighteen works were found in the Brazilian Digital Library of Theses and Dissertations. The works were submitted to Thematic Analysis, in which the convergent themes between Rural Education and Physics teaching were chosen as thematic nuclei, which enabled guiding discussions for the curriculum, teacher training and teaching practice. Two thematic cores emerged: (i) contextualization and (ii) inter and transdisciplinarity. From them, possibilities like Freirean thematic approach and the pedagogy of alternation were highlighted.La enseñanza de la Física en la Educación Rural es un proceso permeado por la dialéctica, la contradicción y la complejidad, situándose entre lo local y lo universal, lo individual y lo colectivo. La complejidad se percibe no sólo en el proceso de construcción del conocimiento y en la formación de educadores rurales, sino también en la constitución del propio paradigma de la Educación Rural. Por lo tanto, este trabajo tuvo como objetivo identificar las contribuciones del pensamiento complejo a la enseñanza de la Física en la Educación Rural. Para ello, se realizó una búsqueda bibliográfica en tesis y disertaciones nacionales que abarcan investigaciones en las áreas de enseñanza de la Física y Educación Rural realizadas bajo el pensamiento complejo. Dieciocho obras fueron encontradas en la Biblioteca Digital Brasileña de Tesis y Disertaciones. Los trabajos fueron sometidos al Análisis Temático, en el cual fueron elegidos como núcleos temáticos los temas convergentes entre la Educación Rural y la enseñanza de la Física, que permitieron orientar discusiones para el currículo, la formación docente y la práctica docente. Emergieron dos ejes temáticos: (i) contextualización y (ii) inter y transdisciplinariedad. De ellos se destacaron posibilidades como el enfoque temático freireano y la pedagogía de la alternancia.The Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural educators, but also in the constitution of the Rural Education paradigm itself. Therefore, this work aimed to identify contributions of complex thinking to Physics teaching in Rural Education. For this, bibliographical research was carried out in national theses and dissertations covering research in the areas of Physics teaching and Rural Education carried out under complex thinking. Eighteen works were found in the Brazilian Digital Library of Theses and Dissertations. The works were submitted to Thematic Analysis, in which the convergent themes between Rural Education and Physics teaching were chosen as thematic nuclei, which enabled guiding discussions for the curriculum, teacher training and teaching practice. Two thematic cores emerged: (i) contextualization and (ii) inter and transdisciplinarity. From them, possibilities like Freirean thematic approach and the pedagogy of alternation were highlighted.O ensino de Física na Educação do Campo trata-se de um processo permeado pela dialética, pela contradição e pela complexidade, situando-se entre o local e o universal, o individual e o coletivo. A complexidade pode ser percebida não apenas no processo de construção do conhecimento e na formação dos educadores do campo, mas também na constituição do próprio paradigma da Educação do Campo. Por isso, este trabalho teve como objetivo identificar as contribuições do pensamento complexo para o ensino de Física na Educação do Campo. Para isso, foi realizada uma pesquisa bibliográfica em teses e dissertações nacionais abrangendo as pesquisas nas áreas ensino de Física e Educação do Campo realizadas sob o pensamento complexo. Foram encontrados 18 trabalhos na Biblioteca Digital Brasileira de Teses e Dissertações. Os trabalhos foram submetidos à Análise Temática, em que os temas convergentes entre a Educação do Campo e o ensino de Física foram eleitos como núcleos temáticos, que viabilizaram discussões norteadoras para o currículo, a formação de professores e a prática de ensino. Dois núcleos temáticos emergiram: (i) a contextualização e (ii) a inter e transdisciplinaridade. A partir deles, destacaram-se possibilidades como a abordagem temática freiriana e a pedagogia da alternância.
Palavras-chave: educação no campo, complexidade, física.
Contributions of complex thinking to the teaching of Physics in Rural Education
Abstract. The Physics teaching in Rural Education is a process permeated by dialectics, contradiction and complexity, standing between the local and the universal, the individual and the collective. The complexity can be perceived not only in the knowledge construction process and in the training of rural educators, but also in the constitution of the Rural Education paradigm itself. Therefore, this work aimed to identify contributions of complex thinking to Physics teaching in Rural Education. For this, bibliographical research was carried out in national theses and dissertations covering research in the areas of Physics teaching and Rural Education carried out under complex thinking. Eighteen works were found in the Brazilian Digital Library of Theses and Dissertations. The works were submitted to Thematic Analysis, in which the convergent themes between Rural Education and Physics teaching were chosen as thematic nuclei, which enabled guiding discussions for the curriculum, teacher training and teaching practice. Two thematic cores emerged: (i) contextualization and (ii) inter and transdisciplinarity. From them, possibilities like Freirean thematic approach and the pedagogy of alternation were highlighted.
Keywords: rural education, complexity, physics.
Aportes del pensamiento complejo a la enseñanza de la Física en la Educación Rural
Resumen. La enseñanza de la Física en la Educación Rural es un proceso permeado por la dialéctica, la contradicción y la complejidad, situándose entre lo local y lo universal, lo individual y lo colectivo. La complejidad se percibe no sólo en el proceso de construcción del conocimiento y en la formación de educadores rurales, sino también en la constitución del propio paradigma de la Educación Rural. Por lo tanto, este trabajo tuvo como objetivo identificar las contribuciones del pensamiento complejo a la enseñanza de la Física en la Educación Rural. Para ello, se realizó una búsqueda bibliográfica en tesis y disertaciones nacionales que abarcan investigaciones en las áreas de enseñanza de la Física y Educación Rural realizadas bajo el pensamiento complejo. Dieciocho obras fueron encontradas en la Biblioteca Digital Brasileña de Tesis y Disertaciones. Los trabajos fueron sometidos al Análisis Temático, en el cual fueron elegidos como núcleos temáticos los temas convergentes entre la Educación Rural y la enseñanza de la Física, que permitieron orientar discusiones para el currículo, la formación docente y la práctica docente. Emergieron dos ejes temáticos: (i) contextualización y (ii) inter y transdisciplinariedad. De ellos se destacaron posibilidades como el enfoque temático freireano y la pedagogía de la alternancia.
Palabras clave: educación en el campo, complejidad, físico
Gêneros discursivos na alfabetização de crianças em classes multisseriadas em escola do/no campo
Get PDFThis article has the following object of study: Discursive genres in the literacy of children in multigrade classes in rural schools. It needs to answer the following problem question: How can we enable the literacy of children in multi-grade classes to privilege the use of discursive genres? Considering the proposed question, we set ourselves the following objective: to understand the work with discursive genres in the literacy process of children in multigrade classes in rural schools. The concept of literacy that underpins the research is based on cultural-historical theory, which links literacy and literacy. It is a study guided by the principles of the autobiographical method, consolidated through narrative research, according to Dominicé's (1988) propositions. The narratives were produced through biographical memorials. Based on the collaborators' narratives, the study found that literacy requires the organization of time, space and the availability of reading and writing materials.This article has the following object of study: Discursive genres in the literacy of children in multigrade classes in rural schools. It needs to answer the following problem question: How can we enable the literacy of children in multi-grade classes to privilege the use of discursive genres? Considering the proposed question, we set ourselves the following objective: to understand the work with discursive genres in the literacy process of children in multigrade classes in rural schools. The concept of literacy that underpins the research is based on cultural-historical theory, which links literacy and literacy. It is a study guided by the principles of the autobiographical method, consolidated through narrative research, according to Dominicé's (1988) propositions. The narratives were produced through biographical memorials. Based on the collaborators' narratives, the study found that literacy requires the organization of time, space and the availability of reading and writing materials.Este artículo tiene como objeto de estudio: Los géneros discursivos en la alfabetización de niños en clases multigrado en escuelas rurales. Pretende responder a la siguiente pregunta problema: ¿Cómo lograr que la alfabetización de los niños en clases multigrado favorezca el uso de los géneros discursivos? Considerando la pregunta propuesta, nos planteamos el siguiente objetivo: comprender el trabajo con los géneros discursivos en el proceso de alfabetización de niños en clases multigrado en escuelas rurales. El concepto de alfabetización que sustenta la investigación se basa en la teoría histórico-cultural, que vincula alfabetización y lectura y escritura. Se trata de un estudio orientado por los principios del método autobiográfico, consolidado a través de la investigación narrativa, según las proposiciones de Dominicé (1988). Las narrativas fueron producidas a través de memoriales biográficos. A partir de las narrativas de los colaboradores, el estudio constató que la alfabetización requiere la organización del tiempo, del espacio y la provisión de materiales de lectura y escritura.
This article has the following object of study: Discursive genres in the literacy of children in multigrade classes in rural schools. It needs to answer the following problem question: How can we enable the literacy of children in multi-grade classes to privilege the use of discursive genres? Considering the proposed question, we set ourselves the following objective: to understand the work with discursive genres in the literacy process of children in multigrade classes in rural schools. The concept of literacy that underpins the research is based on cultural-historical theory, which links literacy and literacy. It is a study guided by the principles of the autobiographical method, consolidated through narrative research, according to Dominicé's (1988) propositions. The narratives were produced through biographical memorials. Based on the collaborators' narratives, the study found that literacy requires the organization of time, space and the availability of reading and writing materials.Este artigo tem o seguinte objeto de estudo: Gêneros discursivos na alfabetização de crianças em classes multisseriadas de escolas do/no campo. Tem a necessidade de responder a seguinte questão-problema: Como possibilitar que a alfabetização de crianças em classes multisseriadas privilegie os usos de gêneros discursivos? Considerando a questão proposta, definimos o seguinte objetivo: compreender o trabalho com os gêneros discursivos no processo de alfabetização de crianças em classes multisseriadas em escola do/no campo. A concepção de alfabetização que fundamenta a pesquisa está baseada na teoria histórico-cultural que articula a alfabetização e o letramento. Trata-se de um estudo orientado pelos princípios do método autobiográfico, consolidado por meio da pesquisa narrativa, conforme as proposições de Dominicé (1988). A produção das narrativas ocorreu por meio dos memoriais biográficos. A partir de narrativas das colaboradoras o estudo constatou que para alfabetizar, é preciso a organização do tempo, do espaço, a disponibilização de materiais de leitura e escrita.
Palavras-chave: alfabetização, classes multisseriadas, gêneros discursivos.
Discursive genres in the literacy of children in multigroup classes in rural schools
ABSTRACT. This article has the following object of study: Discursive genres in the literacy of children in multigrade classes in rural schools. It needs to answer the following problem question: How can we enable the literacy of children in multi-grade classes to privilege the use of discursive genres? Considering the proposed question, we set ourselves the following objective: to understand the work with discursive genres in the literacy process of children in multigrade classes in rural schools. The concept of literacy that underpins the research is based on cultural-historical theory, which links literacy and literacy. It is a study guided by the principles of the autobiographical method, consolidated through narrative research, according to Dominicé's (1988) propositions. The narratives were produced through biographical memorials. Based on the collaborators' narratives, the study found that literacy requires the organization of time, space and the availability of reading and writing materials.
Keywords: literacy, multigroup classes, discursive genres.
Los géneros discursivos en la alfabetización de niños en clases multigrupo en escuelas rurales
RESUMEN. Este artículo tiene como objeto de estudio: Los géneros discursivos en la alfabetización de niños en clases multigrado en escuelas rurales. Pretende responder a la siguiente pregunta problema: ¿Cómo lograr que la alfabetización de los niños en clases multigrado favorezca el uso de los géneros discursivos? Considerando la pregunta propuesta, nos planteamos el siguiente objetivo: comprender el trabajo con los géneros discursivos en el proceso de alfabetización de niños en clases multigrado en escuelas rurales. El concepto de alfabetización que sustenta la investigación se basa en la teoría histórico-cultural, que vincula alfabetización y lectura y escritura. Se trata de un estudio orientado por los principios del método autobiográfico, consolidado a través de la investigación narrativa, según las proposiciones de Dominicé (1988). Las narrativas fueron producidas a través de memoriales biográficos. A partir de las narrativas de los colaboradores, el estudio constató que la alfabetización requiere la organización del tiempo, del espacio y la provisión de materiales de lectura y escritura.
Palabras clave: alfabetización, clases multigrupo, géneros discursivos
RESULTATIVIDADE: CONSTRUÇÕES COM “ATÉ” NO PORTUGUÊS DO BRASIL
Get PDFThe present study examines resultative constructions with ATÉ in Brazilian Portuguese, exemplified by [transitive clause [até ficar + adjective]], as in “Ele cozinhou o arroz até ficar soltinho” (“He cooked the rice until it became fluffy”). Grounded in Usage-Based Construction Grammar, the research investigates the role of ATÉ as a resultativity operator, promoting the interpretation of a final state achieved. Analysis of data extracted from Sketch Engine demonstrates that ATÉ grammaticalizes the focus on resultativity, distinguishing these constructions from others that express state changes. The findings highlight ATÉ as a central element in encoding resultant states in Brazilian Portuguese.O presente estudo examina as construções resultativas com "até"no português brasileiro, exemplificada por [oração verbal [até ficar + SAdj]], ilustrado aqui por “Cozinhe o arroz com água e mel até ficar soltinho”. Fundamentado na Gramática de Construções Baseada no Uso, investiga-se o papel de "até" como um operador de resultatividade, promovendo a interpretação de um estado final alcançado. A análise de dados extraídos do Sketch Engine evidencia que "até" gramaticaliza o foco na resultatividade, diferenciando essas construções de outras que expressam mudanças de estado. Os achados destacam "até" como elemento central na codificação de estados resultantes no português brasileiro
PALAVRAS QUE MOVEM: O PODER DAS METÁFORAS NO DISCURSO POLÍTICO
Get PDFThe article examines the conceptual metaphors present in Lula inauguration speech, which took place in 2023, addressing how they influence the public view on essential topics such as power and democracy. Based on Lakoff and Johnson's Conceptual Metaphor Theory ([1980], 2002), research seeks to identify and analyze two types of metaphors, highlighting their reinforcing ideologies and connecting the speaker to the audience, using a qualitative approach of a descriptive nature which is based on the selected corpus. In this way, the study contributes to a broader understanding of the cognitive function of metaphors that structure thought in political communication contexts.O artigo analisa as metáforas conceptuais presentes no discurso de posse de Lula, ocorrido em 2023, abordando como elas influenciam a visão pública sobre temas essenciais como poder e democracia. Baseando-se na Teoria da Metáfora Conceptual de Lakoff e Johnson ([1980], 2002), a pesquisa busca identificar e analisar dois tipos de metáforas, destacando seu papel em reforçar ideologias e conectar o orador à audiência, utilizando uma abordagem qualitativa, de natureza descritiva a partir do corpus selecionado. Dessa forma, o estudo contribui para uma compreensão mais ampla da função cognitiva das metáforas que estruturam o pensamento em contextos de comunicação política
Qual o espaço da História no século XXI? : Uma experiência a partir de um Projeto de Extensão
Get PDFEste artigo é pautado na experiência do Projeto de Extensão Me Conta Essa História do curso de História da Universidade Federal de Jataí, com as possibilidades de ocupar espaços que estão sendo preenchidos por pessoas não historiadoras. Neste aspecto é primordial discutir a História Pública, apresentada aqui como uma atitude da historiadora ou historiador perante a necessidade de se comunicar com públicos diversos, para além da universidade. Assim, a partir da execução do projeto propomos reflexões sobre a comunicação em história, ressaltando a necessidade de nos aproximarmos das novas tecnologias e da Inteligência Artificial, suscitando debates que sejam sobre como atuar a partir dessas ferramentas e qual o nosso papel ante a essas perspectivas
Análises de Produções Acadêmicas que Problematizam as Abordagens Teóricas, Metodologias e Práxis Formativas do Pronera
Get PDFABSTRACT. This article surveys academic literature on the National Agrarian Reform Education Program (PRONERA), analyzing theoretical, methodological, and praxis-based approaches to the program. The State of Knowledge methodology was adopted, as it allows for the identification of theoretical and methodological frameworks relevant to the subject of study and points the way for future research. Therefore, the objective was to locate literature in the Brazilian Digital Library of Theses and Dissertations (BDTD) using the following descriptors (units of meaning): Rural Education, PRONERA, Public Policies, Educator Training, Land Pedagogy, Rural Social Movements, and Labor as an Educational Principle. Eight works (five dissertations and three theses) were analyzed, all with a qualitative approach and based on historical-dialectical materialism, articulating the experiences of campers and educators. The studies highlight two main categories: the formative dimension of PRONERA as a public policy, strengthening peasant identity and promoting rural permanence; and the materialization of work as an educational principle, linking education, culture, social practice, and collective organization. The conclusion is that PRONERA is a public policy of social transformation and emancipation, integrating popular and scientific knowledge, resulting from the social production of knowledge.ABSTRACT. This article surveys academic literature on the National Agrarian Reform Education Program (PRONERA), analyzing theoretical, methodological, and praxis-based approaches to the program. The State of Knowledge methodology was adopted, as it allows for the identification of theoretical and methodological frameworks relevant to the subject of study and points the way for future research. Therefore, the objective was to locate literature in the Brazilian Digital Library of Theses and Dissertations (BDTD) using the following descriptors (units of meaning): Rural Education, PRONERA, Public Policies, Educator Training, Land Pedagogy, Rural Social Movements, and Labor as an Educational Principle. Eight works (five dissertations and three theses) were analyzed, all with a qualitative approach and based on historical-dialectical materialism, articulating the experiences of campers and educators. The studies highlight two main categories: the formative dimension of PRONERA as a public policy, strengthening peasant identity and promoting rural permanence; and the materialization of work as an educational principle, linking education, culture, social practice, and collective organization. The conclusion is that PRONERA is a public policy of social transformation and emancipation, integrating popular and scientific knowledge, resulting from the social production of knowledge.RESUMEN. Este artículo examina la literatura académica sobre el Programa Nacional de Educación para la Reforma Agraria (PRONERA), analizando los enfoques teóricos, metodológicos y prácticos del programa. Se adoptó la metodología del Estado del Conocimiento, ya que permite la identificación de marcos teóricos y metodológicos relevantes para el tema de estudio y señala el camino para futuras investigaciones. Por lo tanto, el objetivo fue localizar la literatura en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) utilizando los siguientes descriptores (unidades de significado): Educación Rural, PRONERA, Políticas Públicas, Formación de Educadores, Pedagogía de la Tierra, Movimientos Sociales Rurales y Trabajo como Principio Educativo. Se analizaron ocho trabajos (cinco disertaciones y tres tesis), todos con un enfoque cualitativo y basados en el materialismo histórico-dialéctico, articulando las experiencias de campistas y educadores. Los estudios destacan dos categorías principales: la dimensión formativa de PRONERA como política pública, que fortalece la identidad campesina y promueve la permanencia rural; y la materialización del trabajo como principio educativo, que vincula la educación, la cultura, la práctica social y la organización colectiva. La conclusión es que PRONERA es una política pública de transformación social y emancipación, que integra el conocimiento popular y científico, fruto de la producción social de conocimiento.ABSTRACT. This article surveys academic literature on the National Agrarian Reform Education Program (PRONERA), analyzing theoretical, methodological, and praxis-based approaches to the program. The State of Knowledge methodology was adopted, as it allows for the identification of theoretical and methodological frameworks relevant to the subject of study and points the way for future research. Therefore, the objective was to locate literature in the Brazilian Digital Library of Theses and Dissertations (BDTD) using the following descriptors (units of meaning): Rural Education, PRONERA, Public Policies, Educator Training, Land Pedagogy, Rural Social Movements, and Labor as an Educational Principle. Eight works (five dissertations and three theses) were analyzed, all with a qualitative approach and based on historical-dialectical materialism, articulating the experiences of campers and educators. The studies highlight two main categories: the formative dimension of PRONERA as a public policy, strengthening peasant identity and promoting rural permanence; and the materialization of work as an educational principle, linking education, culture, social practice, and collective organization. The conclusion is that PRONERA is a public policy of social transformation and emancipation, integrating popular and scientific knowledge, resulting from the social production of knowledge.O artigo realiza um levantamento das produções acadêmicas sobre o Programa Nacional de Educação na Reforma Agrária (PRONERA), analisando abordagens teóricas, metodológicas e práxis formativas que investigam o programa. A metodologia adotada foi o Estado do Conhecimento, por possibilitar identificar referenciais teóricos e metodológicos relevantes ao objeto de estudo e por apontar caminhos para futuras investigações. De modo que, o objetivo consistiu em localizar produções na Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), por meio dos descritores (unidades de sentido), Educação do Campo, Pronera, Políticas Públicas, Formação de Educadores, Pedagogia da terra, Movimentos Sociais do Campo e Trabalho como princípio educativo. Foram analisadas 08 produções (05 dissertações e 03 teses), todas com abordagens qualitativas, e fundamentadas no materialismo histórico-dialético, e que articulam vivências de acampados/as e educadores/as. Os estudos evidenciam duas categorias principais: a dimensão formativa do PRONERA como política pública, fortalecendo a identidade camponesa e promovendo a permanência no campo; e a materialização do trabalho como princípio educativo, relacionando educação, cultura, prática social e organização coletiva. Conclui-se que o PRONERA é uma política pública de transformação social e emancipação, integrando saberes populares e científicos, resultantes da produção social do conhecimento.
Palavras-chave: pronera, educação do campo, política pública, estado do conhecimento, emancipação.
Analysis of Academic Productions that Problematize Pronera's Theoretical Approaches, Methodologies and Training Praxis
ABSTRACT. This article surveys academic literature on the National Agrarian Reform Education Program (PRONERA), analyzing theoretical, methodological, and praxis-based approaches to the program. The State of Knowledge methodology was adopted, as it allows for the identification of theoretical and methodological frameworks relevant to the subject of study and points the way for future research. Therefore, the objective was to locate literature in the Brazilian Digital Library of Theses and Dissertations (BDTD) using the following descriptors (units of meaning): Rural Education, PRONERA, Public Policies, Educator Training, Land Pedagogy, Rural Social Movements, and Labor as an Educational Principle. Eight works (five dissertations and three theses) were analyzed, all with a qualitative approach and based on historical-dialectical materialism, articulating the experiences of campers and educators. The studies highlight two main categories: the formative dimension of PRONERA as a public policy, strengthening peasant identity and promoting rural permanence; and the materialization of work as an educational principle, linking education, culture, social practice, and collective organization. The conclusion is that PRONERA is a public policy of social transformation and emancipation, integrating popular and scientific knowledge, resulting from the social production of knowledge.
Keywords: pronera, rural education, public policy, state of knowledge, emancipation.
Análisis de Producciones Académicas que Problematizan Enfoques Teóricos, Metodologías y Praxis Formativa de Pronera
RESUMEN. Este artículo examina la literatura académica sobre el Programa Nacional de Educación para la Reforma Agraria (PRONERA), analizando los enfoques teóricos, metodológicos y prácticos del programa. Se adoptó la metodología del Estado del Conocimiento, ya que permite la identificación de marcos teóricos y metodológicos relevantes para el tema de estudio y señala el camino para futuras investigaciones. Por lo tanto, el objetivo fue localizar la literatura en la Biblioteca Digital Brasileña de Tesis y Disertaciones (BDTD) utilizando los siguientes descriptores (unidades de significado): Educación Rural, PRONERA, Políticas Públicas, Formación de Educadores, Pedagogía de la Tierra, Movimientos Sociales Rurales y Trabajo como Principio Educativo. Se analizaron ocho trabajos (cinco disertaciones y tres tesis), todos con un enfoque cualitativo y basados en el materialismo histórico-dialéctico, articulando las experiencias de campistas y educadores. Los estudios destacan dos categorías principales: la dimensión formativa de PRONERA como política pública, que fortalece la identidad campesina y promueve la permanencia rural; y la materialización del trabajo como principio educativo, que vincula la educación, la cultura, la práctica social y la organización colectiva. La conclusión es que PRONERA es una política pública de transformación social y emancipación, que integra el conocimiento popular y científico, fruto de la producción social de conocimiento.
Palabras clave: pronera, educación rural, políticas públicas, estado del conocimiento, emancipación
Territórios e Identidades: o percurso formativo dos licenciandos em Ciências da Vida e da Natureza na Educação do Campo
Get PDFABSTRACT. Undergraduates in Rural Education at the Universidade Federal de Minas Gerais have a path permeated by various teacher training activities, inside and outside the university, due to the curricular proposals aligned with the pedagogy of alternation. Among the various activities carried out by students throughout the course, one of them is writing a memorial that begins in the first period of the course and is only completed in the last. Based on the analysis of ten of these productions, this article aims to identify students' perceptions in these different spaces and times. Then, a metatext was constructed based on Discursive Textual Analysis (ATD), noticing not only the organization of the course based on the rural context, but also the construction of the students' identity based on the activities developed in School Time and Community Time. This work helped understand the university training process as a resumption or construction of the peasant identity, which was spatially, discursively and symbolically distanced from the undergraduates based on their experiences in different territories and the importance of memorials as a pedagogical instrument, being able to point out practices and activities based on the students' perceptions.ABSTRACT. Undergraduates in Rural Education at the Universidade Federal de Minas Gerais have a path permeated by various teacher training activities, inside and outside the university, due to the curricular proposals aligned with the pedagogy of alternation. Among the various activities carried out by students throughout the course, one of them is writing a memorial that begins in the first period of the course and is only completed in the last. Based on the analysis of ten of these productions, this article aims to identify students' perceptions in these different spaces and times. Then, a metatext was constructed based on Discursive Textual Analysis (ATD), noticing not only the organization of the course based on the rural context, but also the construction of the students' identity based on the activities developed in School Time and Community Time. This work helped understand the university training process as a resumption or construction of the peasant identity, which was spatially, discursively and symbolically distanced from the undergraduates based on their experiences in different territories and the importance of memorials as a pedagogical instrument, being able to point out practices and activities based on the students' perceptions.RESUMEN. Los graduados en Educación Rural de la Universidad Federal de Minas Gerais tienen un camino permeado por diversas actividades de formación, dentro y fuera de la universidad, debido a las propuestas curriculares alineadas con la pedagogía de la alternancia. Entre las diversas actividades que realizan los estudiantes a lo largo del curso, una de ellas es la redacción de un memorial. A partir del análisis de diez de producciones, este artículo tiene como objetivo identificar las percepciones de los estudiantes en estos diferentes espacios y tiempos. Para ello, se construyó un metatexto basado en el Análisis Textual Discursivo (ATD) en el que notamos no solo la organización del curso en función del contexto rural, sino también la construcción de la identidad de los estudiantes a partir de las actividades desarrolladas en Tiempo Escolar y Tiempo Comunitario. Destacamos que los resultados son la comprensión del proceso de formación universitaria como una recuperación o construcción de la identidad campesina, la cual fue distanciada espacial, discursiva y simbólicamente de los universitarios a partir de sus experiencias en diferentes territorios y la importancia de los memoriales como instrumento pedagógico, pudiendo señalar prácticas y actividades a partir de las percepciones de los estudiantes.ABSTRACT. Undergraduates in Rural Education at the Universidade Federal de Minas Gerais have a path permeated by various teacher training activities, inside and outside the university, due to the curricular proposals aligned with the pedagogy of alternation. Among the various activities carried out by students throughout the course, one of them is writing a memorial that begins in the first period of the course and is only completed in the last. Based on the analysis of ten of these productions, this article aims to identify students' perceptions in these different spaces and times. Then, a metatext was constructed based on Discursive Textual Analysis (ATD), noticing not only the organization of the course based on the rural context, but also the construction of the students' identity based on the activities developed in School Time and Community Time. This work helped understand the university training process as a resumption or construction of the peasant identity, which was spatially, discursively and symbolically distanced from the undergraduates based on their experiences in different territories and the importance of memorials as a pedagogical instrument, being able to point out practices and activities based on the students' perceptions.Os licenciandos em Educação do Campo da Universidade Federal de Minas Gerais possuem um percurso permeado por diversas atividades formativas, dentro e fora da universidade, em consonância com a Pedagogia da Alternância. Entre as várias atividades desenvolvidas ao longo do curso, uma delas é a escrita de um memorial que começa no primeiro período do curo e só é finalizado no último. A partir da análise de dez dessas produções, este artigo tem como objetivo identificar as percepções dos estudantes nesses diferentes espaços e tempos. Para isso, houve a construção de um metatexto a partir da Análise Textual Discursiva (ATD) no qual percebemos não só a organização do curso pautado no contexto campesino, como a construção da identidade dos estudantes a partir das atividades desenvolvidas no Tempo Escola e no Tempo Comunidade. Destacamos que os resultados deste trabalho são a compreensão do processo formativo universitário como uma retomada ou construção da identidade campesina, que foi distanciada espacial, discursiva e simbolicamente dos licenciandos a partir de suas experiências em diversos territórios e a importância dos memoriais como um instrumento pedagógico, podendo apontar práticas e atividades a partir das percepções dos discentes.
Palavras-chave: identidade campesina, licenciatura, ATD, tempo escola, tempo comunidade.
Territories and Identities: teacher training of undergraduates in Life and Natural Sciences in Rural Education
ABSTRACT. Undergraduates in Rural Education at the Universidade Federal de Minas Gerais have a path permeated by various teacher training activities, inside and outside the university, due to the curricular proposals aligned with the pedagogy of alternation. Among the various activities carried out by students throughout the course, one of them is writing a memorial that begins in the first period of the course and is only completed in the last. Based on the analysis of ten of these productions, this article aims to identify students' perceptions in these different spaces and times. Then, a metatext was constructed based on Discursive Textual Analysis (ATD), noticing not only the organization of the course based on the rural context, but also the construction of the students' identity based on the activities developed in School Time and Community Time. This work helped understand the university training process as a resumption or construction of the peasant identity, which was spatially, discursively and symbolically distanced from the undergraduates based on their experiences in different territories and the importance of memorials as a pedagogical instrument, being able to point out practices and activities based on the students' perceptions.
Keywords: peasant identity, graduation, ATD, school time, community time.
Territorios e Identidades: la trayectoria formativa de los estudiantes de graduación en Ciencias de la Vida y de la Naturaleza en la Educación Rural
RESUMEN. Los graduados en Educación Rural de la Universidad Federal de Minas Gerais tienen un camino permeado por diversas actividades de formación, dentro y fuera de la universidad, debido a las propuestas curriculares alineadas con la pedagogía de la alternancia. Entre las diversas actividades que realizan los estudiantes a lo largo del curso, una de ellas es la redacción de un memorial. A partir del análisis de diez de producciones, este artículo tiene como objetivo identificar las percepciones de los estudiantes en estos diferentes espacios y tiempos. Para ello, se construyó un metatexto basado en el Análisis Textual Discursivo (ATD) en el que notamos no solo la organización del curso en función del contexto rural, sino también la construcción de la identidad de los estudiantes a partir de las actividades desarrolladas en Tiempo Escolar y Tiempo Comunitario. Destacamos que los resultados son la comprensión del proceso de formación universitaria como una recuperación o construcción de la identidad campesina, la cual fue distanciada espacial, discursiva y simbólicamente de los universitarios a partir de sus experiencias en diferentes territorios y la importancia de los memoriales como instrumento pedagógico, pudiendo señalar prácticas y actividades a partir de las percepciones de los estudiantes.
Palabras clave: identidad campesina, graduación, ATD, tiempo escolar, tiempo comunitario
A desterritorialização das escolas no campo no Sul do Brasil: conflitos, resistências e desafios
Get PDFABSTRACT. This study investigates the processes of rural school closures in Southern Brazil, contextualizing them within the transformations of the Brazilian rural space. Despite the constitutional right to Education in rural areas, its realization has been threatened, as evidenced by INEP data from 1999 to 2019. These data reveal a significant reduction in the number of schools in the Southern region, from 12,528 to 4,246. Using an approach that combines qualitative and quantitative methods, this research relied on official sources (INEP and IBGE), as well as theses, articles, and news, demonstrating the trend of extinction of rural schools in Southern Brazil. It is a reality in which the already reduced number of schools continues to decrease. Faced with this concerning scenario, we conclude that the closure of schools reflects an educational and social project that serves a dominant class, with the State being complicit in allowing this through its political agreements. In order to highlight this reality and contribute in some way to this struggle, this work is based on the defense of land and education, both fundamental to the production and maintenance of work and life in rural areas.ABSTRACT. This study investigates the processes of rural school closures in Southern Brazil, contextualizing them within the transformations of the Brazilian rural space. Despite the constitutional right to Education in rural areas, its realization has been threatened, as evidenced by INEP data from 1999 to 2019. These data reveal a significant reduction in the number of schools in the Southern region, from 12,528 to 4,246. Using an approach that combines qualitative and quantitative methods, this research relied on official sources (INEP and IBGE), as well as theses, articles, and news, demonstrating the trend of extinction of rural schools in Southern Brazil. It is a reality in which the already reduced number of schools continues to decrease. Faced with this concerning scenario, we conclude that the closure of schools reflects an educational and social project that serves a dominant class, with the State being complicit in allowing this through its political agreements. In order to highlight this reality and contribute in some way to this struggle, this work is based on the defense of land and education, both fundamental to the production and maintenance of work and life in rural areas.RESUMEN. Este estudio investiga los procesos de cierre de escuelas en el campo en el Sur de Brasil, contextualizándolos dentro de las transformaciones del espacio rural brasileño. A pesar del derecho constitucional a la Educación en el campo, su concretización ha sido amenazada, como evidenciado por los datos del INEP de 1999 a 2019. Estos datos revelan una reducción significativa en el número de escuelas en la región Sur, de 12.528 a 4.246. Utilizando un enfoque que combina métodos cualitativos y cuantitativos, esta investigación recurrió a fuentes oficiales (INEP e IBGE), así como a tesis, artículos y noticias, demostrando la tendencia de extinción de las escuelas en el campo en el sur de Brasil. Es una realidad en la que el ya reducido número de escuelas continúa disminuyendo. Ante este preocupante panorama, concluimos que el cierre de escuelas refleja un proyecto educativo y social que sirve a una clase dominante, siendo el Estado cómplice al permitir esto a través de sus acuerdos políticos. Con el fin de destacar esta realidad y contribuir de alguna manera a esta lucha, este trabajo se fundamenta en la defensa de la tierra y de la educación, ambos fundamentales para la producción y mantenimiento del trabajo y de la vida en el campo.ABSTRACT. This study investigates the processes of rural school closures in Southern Brazil, contextualizing them within the transformations of the Brazilian rural space. Despite the constitutional right to Education in rural areas, its realization has been threatened, as evidenced by INEP data from 1999 to 2019. These data reveal a significant reduction in the number of schools in the Southern region, from 12,528 to 4,246. Using an approach that combines qualitative and quantitative methods, this research relied on official sources (INEP and IBGE), as well as theses, articles, and news, demonstrating the trend of extinction of rural schools in Southern Brazil. It is a reality in which the already reduced number of schools continues to decrease. Faced with this concerning scenario, we conclude that the closure of schools reflects an educational and social project that serves a dominant class, with the State being complicit in allowing this through its political agreements. In order to highlight this reality and contribute in some way to this struggle, this work is based on the defense of land and education, both fundamental to the production and maintenance of work and life in rural areas.Este estudo investiga os processos de fechamento de escolas no campo no Sul do Brasil, contextualizando-os dentro das transformações do espaço rural brasileiro. Apesar do direito constitucional à Educação no campo, sua concretização tem sido ameaçada, como evidenciado pelos dados do INEP de 1999 a 2019. Esses dados revelam uma redução significativa no número de escolas na região Sul, de 12.528 para 4.246. Utilizando uma abordagem que combina métodos qualitativos e quantitativos, esta pesquisa recorreu a fontes oficiais (INEP), bem como a teses, artigos e notícias, demonstrando a tendência de extinção das escolas no campo no Sul do Brasil. É uma realidade em que o já reduzido número de escolas continua a diminuir. Diante desse cenário preocupante, concluímos que o fechamento de escolas reflete um projeto educacional e social que serve a uma classe dominante, sendo o Estado conivente ao permitir isso através de seus acordos políticos. Com o intuito de destacar essa realidade e contribuir de alguma forma para essa luta, este trabalho se fundamenta na defesa da terra e da educação, ambos fundamentais para a produção e manutenção do trabalho e da vida no campo.
Palavras-chave: educação no campo, fechamento de escolas, territórios, povos do campo.
The deterritorialization of rural schools in southern Brazil: conflicts, resistances, and challenges
ABSTRACT. This study investigates the processes of rural school closures in Southern Brazil, contextualizing them within the transformations of the Brazilian rural space. Despite the constitutional right to Education in rural areas, its realization has been threatened, as evidenced by INEP data from 1999 to 2019. These data reveal a significant reduction in the number of schools in the Southern region, from 12,528 to 4,246. Using an approach that combines qualitative and quantitative methods, this research relied on official sources (INEP and IBGE), as well as theses, articles, and news, demonstrating the trend of extinction of rural schools in Southern Brazil. It is a reality in which the already reduced number of schools continues to decrease. Faced with this concerning scenario, we conclude that the closure of schools reflects an educational and social project that serves a dominant class, with the State being complicit in allowing this through its political agreements. In order to highlight this reality and contribute in some way to this struggle, this work is based on the defense of land and education, both fundamental to the production and maintenance of work and life in rural areas.
Keywords: education in rural areas, school closures, territories, rural peoples.
La desterritorialización de las escuelas en el campo en el sur de Brasil: conflictos, resistencias y desafíos
RESUMEN. Este estudio investiga los procesos de cierre de escuelas en el campo en el Sur de Brasil, contextualizándolos dentro de las transformaciones del espacio rural brasileño. A pesar del derecho constitucional a la Educación en el campo, su concretización ha sido amenazada, como evidenciado por los datos del INEP de 1999 a 2019. Estos datos revelan una reducción significativa en el número de escuelas en la región Sur, de 12.528 a 4.246. Utilizando un enfoque que combina métodos cualitativos y cuantitativos, esta investigación recurrió a fuentes oficiales (INEP e IBGE), así como a tesis, artículos y noticias, demostrando la tendencia de extinción de las escuelas en el campo en el sur de Brasil. Es una realidad en la que el ya reducido número de escuelas continúa disminuyendo. Ante este preocupante panorama, concluimos que el cierre de escuelas refleja un proyecto educativo y social que sirve a una clase dominante, siendo el Estado cómplice al permitir esto a través de sus acuerdos políticos. Con el fin de destacar esta realidad y contribuir de alguna manera a esta lucha, este trabajo se fundamenta en la defensa de la tierra y de la educación, ambos fundamentales para la producción y mantenimiento del trabajo y de la vida en el campo.
Palabras clave: educación en el campo, cierre de escuelas, territorios, pueblos del campo