Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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Agrotóxicos e Educação no Campo: A pertinência da Formação Continuada de Professores a partir da reali-dade de vida no campo
Get PDFABSTRACT. This study sought to highlight the importance of continuing education for elementary school teachers in public schools located near crop fields as a strategy to prevent exogenous pesticide poisoning. Exposure to pesticides has increased, affecting the health of rural workers and children, who are considered at-risk groups. Continuing education focused on this topic, which is relevant to those who create life in the countryside, aims to transform reality and promote a better quality of life. This research investigated whether continuing education on pesticides is available in the public education system in Santa Catarina, particularly for rural school teachers, given the expansion of agribusiness and agricultural dependence on these inputs. This is a qualitative, exploratory field study based on semi-structured interviews with natural science teachers. The results indicate that there is no ongoing training on pesticides, although everyone recognizes the importance of this approach in schools for public guidance and prevention. The urgent need for continued training by competent bodies and educational institutions is highlighted, promoting knowledge and support for teachers to work on the topic in an interdisciplinary manner, considering the reality of the subjects in the field.ABSTRACT. This study sought to highlight the importance of continuing education for elementary school teachers in public schools located near crop fields as a strategy to prevent exogenous pesticide poisoning. Exposure to pesticides has increased, affecting the health of rural workers and children, who are considered at-risk groups. Continuing education focused on this topic, which is relevant to those who create life in the countryside, aims to transform reality and promote a better quality of life. This research investigated whether continuing education on pesticides is available in the public education system in Santa Catarina, particularly for rural school teachers, given the expansion of agribusiness and agricultural dependence on these inputs. This is a qualitative, exploratory field study based on semi-structured interviews with natural science teachers. The results indicate that there is no ongoing training on pesticides, although everyone recognizes the importance of this approach in schools for public guidance and prevention. The urgent need for continued training by competent bodies and educational institutions is highlighted, promoting knowledge and support for teachers to work on the topic in an interdisciplinary manner, considering the reality of the subjects in the field.RESUMEN. Este estudio buscó destacar la importancia de la formación continua para docentes de primaria en escuelas públicas ubicadas cerca de campos de cultivo como estrategia para prevenir la intoxicación por plaguicidas exógenos. La exposición a plaguicidas ha aumentado, afectando la salud de los trabajadores rurales y los niños, considerados grupos de riesgo. La formación continua centrada en este tema, relevante para quienes generan vida en el campo, busca transformar la realidad y promover una mejor calidad de vida. Esta investigación investigó si la formación continua sobre plaguicidas está disponible en el sistema educativo público de Santa Catarina, en particular para el profesorado rural, dada la expansión de la agroindustria y la dependencia agrícola de estos insumos. Este es un estudio de campo exploratorio cualitativo basado en entrevistas semiestructuradas con docentes de ciencias naturales. Los resultados indican que no existe capacitación continua sobre plaguicidas, aunque todos reconocen la importancia de este enfoque en las escuelas para la orientación y la prevención. Se destaca la urgente necesidad de capacitación continua por parte de las agencias e instituciones educativas competentes, promoviendo el conocimiento y proporcionando al profesorado recursos para trabajar el tema de manera interdisciplinaria, considerando las realidades de los trabajadores de campo.ABSTRACT. This study sought to highlight the importance of continuing education for elementary school teachers in public schools located near crop fields as a strategy to prevent exogenous pesticide poisoning. Exposure to pesticides has increased, affecting the health of rural workers and children, who are considered at-risk groups. Continuing education focused on this topic, which is relevant to those who create life in the countryside, aims to transform reality and promote a better quality of life. This research investigated whether continuing education on pesticides is available in the public education system in Santa Catarina, particularly for rural school teachers, given the expansion of agribusiness and agricultural dependence on these inputs. This is a qualitative, exploratory field study based on semi-structured interviews with natural science teachers. The results indicate that there is no ongoing training on pesticides, although everyone recognizes the importance of this approach in schools for public guidance and prevention. The urgent need for continued training by competent bodies and educational institutions is highlighted, promoting knowledge and support for teachers to work on the topic in an interdisciplinary manner, considering the reality of the subjects in the field.O presente estudo buscou evidenciar a importância da formação continuada de professores do Ensino Fundamental, em escolas públicas do estado de Santa Catarina, situadas próximas a áreas de cultivos, como estratégia de prevenção da intoxicação exógena por agrotóxicos. A exposição aos agrotóxicos tem aumentado, afetando a saúde, em especial, dos trabalhadores rurais e das crianças, consideradas grupo de risco. A formação continuada voltada a esta temática relevante aos sujeitos que produzem a vida no campo, tem como objetivo transformar a realidade e promover melhor qualidade de vida. Esta pesquisa investigou se há formação continuada sobre agrotóxicos na rede pública de ensino de Santa Catarina, sobretudo para professores das escolas do campo, diante da expansão do agronegócio e da dependência agrícola desses insumos. Trata-se de uma Pesquisa de Campo, de abordagem Qualitativa e caráter Exploratório, baseada em Entrevistas Semiestruturadas com professores da área de Ciências da Natureza. Os resultados indicam que não há formação continuada sobre agrotóxicos, embora todos reconheçam a importância dessa abordagem nas escolas para orientação e prevenção da população. Destaca-se a urgência de formações continuadas pelos órgãos competentes e instituições de ensino, promovendo conhecimento e subsídios aos professores para trabalharem o tema de forma interdisciplinar, considerando a realidade dos sujeitos do campo.
Palavras-chave: agrotóxicos, formação continuada de professores, Ensino de Ciências, Educação do Campo.
Pesticides and Rural Education: The relevance of Continuing Education for Teachers based on the reality of rural life
ABSTRACT. This study sought to highlight the importance of continuing education for elementary school teachers in public schools located near crop fields as a strategy to prevent exogenous pesticide poisoning. Exposure to pesticides has increased, affecting the health of rural workers and children, who are considered at-risk groups. Continuing education focused on this topic, which is relevant to those who create life in the countryside, aims to transform reality and promote a better quality of life. This research investigated whether continuing education on pesticides is available in the public education system in Santa Catarina, particularly for rural school teachers, given the expansion of agribusiness and agricultural dependence on these inputs. This is a qualitative, exploratory field study based on semi-structured interviews with natural science teachers. The results indicate that there is no ongoing training on pesticides, although everyone recognizes the importance of this approach in schools for public guidance and prevention. The urgent need for continued training by competent bodies and educational institutions is highlighted, promoting knowledge and support for teachers to work on the topic in an interdisciplinary manner, considering the reality of the subjects in the field.
Keywords: pesticide, continuing education for teachers, science teaching, rural education.
Plaguicidas y Educación rural: La relevancia de la Formación Continua Docente desde la realidad de la vida en el campo
RESUMEN. Este estudio buscó destacar la importancia de la formación continua para docentes de primaria en escuelas públicas ubicadas cerca de campos de cultivo como estrategia para prevenir la intoxicación por plaguicidas exógenos. La exposición a plaguicidas ha aumentado, afectando la salud de los trabajadores rurales y los niños, considerados grupos de riesgo. La formación continua centrada en este tema, relevante para quienes generan vida en el campo, busca transformar la realidad y promover una mejor calidad de vida. Esta investigación investigó si la formación continua sobre plaguicidas está disponible en el sistema educativo público de Santa Catarina, en particular para el profesorado rural, dada la expansión de la agroindustria y la dependencia agrícola de estos insumos. Este es un estudio de campo exploratorio cualitativo basado en entrevistas semiestructuradas con docentes de ciencias naturales. Los resultados indican que no existe capacitación continua sobre plaguicidas, aunque todos reconocen la importancia de este enfoque en las escuelas para la orientación y la prevención. Se destaca la urgente necesidad de capacitación continua por parte de las agencias e instituciones educativas competentes, promoviendo el conocimiento y proporcionando al profesorado recursos para trabajar el tema de manera interdisciplinaria, considerando las realidades de los trabajadores de campo.
Palabras clave: plaguicida, educación continua para docentes, enseñanza de ciencias, educación rural
Entre o sonho de “ser cowboy” e a formação da identidade de crianças camponesas: uma análise a partir do Grupo Focal
Get PDFABSTRACT. This study aims to understand the experiences, influences and dreams of a group of peasant children from a school in the Recôncavo of Bahia. Both the community and the schools are extremely important to the residents. The studies were based on Arroyo (2007 and 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), among others. The research had a qualitative approach and used techniques and analysis based on Focus Groups and Participant Observation. The subjects here were peasant children between the ages of 4 and 7 in a multi-grade class. A brief analysis was made of these categories: Life, Education and Dreams. We noticed that the children were thinking about the meaning of Life, expressing a sense of joy at living in the countryside, feeling a sense of belonging to the place where they live. In the Education and Dreams category, and the importance they attach to the educational process and their desire for specific professions, which is noteworthy because most of them have no affinity with peasant dynamics. However, the research made it possible to understand the perspectives and influences based on their perceptions of childhood in the countryside.ABSTRACT. This study aims to understand the experiences, influences and dreams of a group of peasant children from a school in the Recôncavo of Bahia. Both the community and the schools are extremely important to the residents. The studies were based on Arroyo (2007 and 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), among others. The research had a qualitative approach and used techniques and analysis based on Focus Groups and Participant Observation. The subjects here were peasant children between the ages of 4 and 7 in a multi-grade class. A brief analysis was made of these categories: Life, Education and Dreams. We noticed that the children were thinking about the meaning of Life, expressing a sense of joy at living in the countryside, feeling a sense of belonging to the place where they live. In the Education and Dreams category, and the importance they attach to the educational process and their desire for specific professions, which is noteworthy because most of them have no affinity with peasant dynamics. However, the research made it possible to understand the perspectives and influences based on their perceptions of childhood in the countryside.RESUMEN. El objetivo de este trabajo es comprender las experiencias, influencias y sueños de un grupo de niños campesinos de una escuela situada en la región de Recôncavo, en Bahía. Tanto la comunidad como las escuelas son extremadamente importantes para los residentes. Los estudios se basaron en Arroyo (2007 y 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), entre otros. La investigación tuvo un enfoque cualitativo y utilizó técnicas y análisis basados en Grupos Focales y Observación Participante. Los sujetos del estudio fueron niños campesinos con edades entre 4 y 7 años de una clase multigrado. Se analizaron brevemente utilizando las siguientes categorías: Vida, Educación y Sueños. Nos dimos cuenta de que los niños reflexionaban sobre el sentido de la Vida, expresando alegría por vivir en el campo, sintiendo pertenencia al lugar donde viven. En la categoría Educación y Sueños, observamos la importancia que conceden al proceso educativo y su deseo de profesiones específicas, lo que pone de relieve que la mayoría de ellos no tiene afinidad con la dinámica campesina. Sin embargo, la investigación permitió comprender las perspectivas e influencias a partir de sus percepciones de la infancia en el campo.ABSTRACT. This study aims to understand the experiences, influences and dreams of a group of peasant children from a school in the Recôncavo of Bahia. Both the community and the schools are extremely important to the residents. The studies were based on Arroyo (2007 and 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), among others. The research had a qualitative approach and used techniques and analysis based on Focus Groups and Participant Observation. The subjects here were peasant children between the ages of 4 and 7 in a multi-grade class. A brief analysis was made of these categories: Life, Education and Dreams. We noticed that the children were thinking about the meaning of Life, expressing a sense of joy at living in the countryside, feeling a sense of belonging to the place where they live. In the Education and Dreams category, and the importance they attach to the educational process and their desire for specific professions, which is noteworthy because most of them have no affinity with peasant dynamics. However, the research made it possible to understand the perspectives and influences based on their perceptions of childhood in the countryside.Este estudo tem como objetivo compreender as vivências, influências e sonhos de um grupo de crianças camponesas de uma escola no Recôncavo da Bahia. A comunidade e as escolas são de extrema relevância para os moradores. Os estudos foram fundamentados em Arroyo (2007 e 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), dentre outros. A abordagem da pesquisa é qualitativa, com técnica e análise a partir do Grupo Focal e da Observação Participante. Os sujeitos do estudo foram as crianças camponesas de 4 a 7 anos de idade de uma turma multisseriada. Fez-se breve análise a partir de um recorte, com as seguintes categorias: Vida, Educação e Sonhos. Percebemos que as crianças advém do pensamento sobre o significado da Vida expondo um sentimento de alegria em viver na roça, sentindo-se pertencentes ao lugar que vivem. Enquanto na categoria Educação e Sonhos notamos a importância que eles demonstram com o processo educativo e os desejos por profissões específicas, estas, que chamam atenção que a maioria não possui afinidade com as dinâmicas camponesas. Contudo, a pesquisa possibilitou compreender as perspectivas e influências a partir de suas percepções, acerca da infância vivenciada no campo.
Palavras-chave: educação rural, turma multisseriada, infância no campo.
Between the dream of "being a cowboy" and the formation of the identity of peasant children: an analysis based on the Focus Group
ABSTRACT. This study aims to understand the experiences, influences and dreams of a group of peasant children from a school in the Recôncavo of Bahia. Both the community and the schools are extremely important to the residents. The studies were based on Arroyo (2007 and 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), among others. The research had a qualitative approach and used techniques and analysis based on Focus Groups and Participant Observation. The subjects here were peasant children between the ages of 4 and 7 in a multi-grade class. A brief analysis was made of these categories: Life, Education and Dreams. We noticed that the children were thinking about the meaning of Life, expressing a sense of joy at living in the countryside, feeling a sense of belonging to the place where they live. In the Education and Dreams category, and the importance they attach to the educational process and their desire for specific professions, which is noteworthy because most of them have no affinity with peasant dynamics. However, the research made it possible to understand the perspectives and influences based on their perceptions of childhood in the countryside.
Keywords: rural education, multi-grade class, childhood in the countryside.
Entre el sueño de “ser vaquero” y la formación de la identidad de los niños campesinos: un análisis a partir del Grupo Focal
RESUMEN. El objetivo de este trabajo es comprender las experiencias, influencias y sueños de un grupo de niños campesinos de una escuela situada en la región de Recôncavo, en Bahía. Tanto la comunidad como las escuelas son extremadamente importantes para los residentes. Los estudios se basaron en Arroyo (2007 y 1999), Caldart (2002), Ribeiro (2010), Souza (2011), Vygotsky (1998), entre otros. La investigación tuvo un enfoque cualitativo y utilizó técnicas y análisis basados en Grupos Focales y Observación Participante. Los sujetos del estudio fueron niños campesinos con edades entre 4 y 7 años de una clase multigrado. Se analizaron brevemente utilizando las siguientes categorías: Vida, Educación y Sueños. Nos dimos cuenta de que los niños reflexionaban sobre el sentido de la Vida, expresando alegría por vivir en el campo, sintiendo pertenencia al lugar donde viven. En la categoría Educación y Sueños, observamos la importancia que conceden al proceso educativo y su deseo de profesiones específicas, lo que pone de relieve que la mayoría de ellos no tiene afinidad con la dinámica campesina. Sin embargo, la investigación permitió comprender las perspectivas e influencias a partir de sus percepciones de la infancia en el campo.
Palabras clave: educación rural, clase multigrado, infancia en el campo
A escola como vitrine da agricultura sustentável: experiências e desafios de uma Escola Família Agrícola em uma comunidade pomerana
Get PDFABSTRACT. The São João do Garrafão Family Agricultural School (EFASJG, in portuguese) is located in the municipality of Santa Maria de Jetibá, Espírito Santo, a region historically settled by Pomeranian immigrants, where family farming constitutes a central component of the local economy. Currently, at least two agricultural models compete for space and narratives within the community: conventional agriculture, characterized by intensive use of agrochemicals, and organic agriculture, supported by a movement with over 30 years of history and two established Associations. This article aims to elucidate EFASJG's participation in strengthening sustainable agriculture – especially organic/agroecological agriculture – in the municipality, encompassing historical aspects, school practices, and the perspectives of members of the school community, through participant observation, document analysis, and interviews. EFASJG has contributed to the advancement of organic/agroecological farming, as it has been committed to promoting sustainable agricultural processes since its founding. These efforts are evident in its official documents, educational practices, and in the discourse of its community members. For them, one of the school's most important roles is to ensure that sustainable farming “succeeds” in the surrounding areas, thereby becoming a “showcase” of possibilities for Pomeranian farmers.ABSTRACT. The São João do Garrafão Family Agricultural School (EFASJG, in portuguese) is located in the municipality of Santa Maria de Jetibá, Espírito Santo, a region historically settled by Pomeranian immigrants, where family farming constitutes a central component of the local economy. Currently, at least two agricultural models compete for space and narratives within the community: conventional agriculture, characterized by intensive use of agrochemicals, and organic agriculture, supported by a movement with over 30 years of history and two established Associations. This article aims to elucidate EFASJG's participation in strengthening sustainable agriculture – especially organic/agroecological agriculture – in the municipality, encompassing historical aspects, school practices, and the perspectives of members of the school community, through participant observation, document analysis, and interviews. EFASJG has contributed to the advancement of organic/agroecological farming, as it has been committed to promoting sustainable agricultural processes since its founding. These efforts are evident in its official documents, educational practices, and in the discourse of its community members. For them, one of the school's most important roles is to ensure that sustainable farming “succeeds” in the surrounding areas, thereby becoming a “showcase” of possibilities for Pomeranian farmers.RESUMEN. La Escuela Familia Agrícola São João do Garrafão (EFASJG) se encuentra en el municipio de Santa Maria de Jetibá, en el estado de Espírito Santo, una región colonizada por inmigrantes pomeranos, donde la agricultura familiar constituye una importante actividad económica. Actualmente, al menos dos proyectos agrícolas compiten por espacio y narrativas en la comunidad: la agricultura convencional con un intenso uso de agroquímicos y la agricultura orgánica, con un movimiento que cuenta con más de 30 años y dos Asociaciones. Este artículo tiene como objetivo elucidar la participación de EFASJG en el fortalecimiento de la agricultura sostenible - especialmente la agricultura orgánica/agroecológica - en el municipio, abarcando aspectos históricos, prácticas escolares, así como la visión de los miembros de la comunidad escolar, a través de la observación participante, el análisis documental y entrevistas. EFASJG ha estado contribuyendo al fortalecimiento de la agricultura orgánica/agroecológica, ya que desde su fundación se ha centrado en la lucha por procesos sostenibles en el campo. Sus esfuerzos se notan en sus documentos, prácticas escolares y en el discurso de sus actores. Para ellos, uno de los roles más importantes de la escuela es hacer que la agricultura sostenible "funcione" en sus alrededores, convirtiéndola en una "vitrina" de posibilidades para los agricultores pomeranos.ABSTRACT. The São João do Garrafão Family Agricultural School (EFASJG, in portuguese) is located in the municipality of Santa Maria de Jetibá, Espírito Santo, a region historically settled by Pomeranian immigrants, where family farming constitutes a central component of the local economy. Currently, at least two agricultural models compete for space and narratives within the community: conventional agriculture, characterized by intensive use of agrochemicals, and organic agriculture, supported by a movement with over 30 years of history and two established Associations. This article aims to elucidate EFASJG's participation in strengthening sustainable agriculture – especially organic/agroecological agriculture – in the municipality, encompassing historical aspects, school practices, and the perspectives of members of the school community, through participant observation, document analysis, and interviews. EFASJG has contributed to the advancement of organic/agroecological farming, as it has been committed to promoting sustainable agricultural processes since its founding. These efforts are evident in its official documents, educational practices, and in the discourse of its community members. For them, one of the school's most important roles is to ensure that sustainable farming “succeeds” in the surrounding areas, thereby becoming a “showcase” of possibilities for Pomeranian farmers.A Escola Família Agrícola São João do Garrafão (EFASJG) está localizada no município de Santa Maria de Jetibá/ES, colonizado por imigrantes pomeranos, tendo a agricultura familiar como importante atividade econômica. Atualmente, ao menos dois projetos de agricultura disputam espaço e narrativas na comunidade: a agricultura convencional com intenso uso de agroquímicos, e a agricultura orgânica, com um movimento que conta com mais de 30 anos e duas Associações. O presente artigo objetiva elucidar a participação da EFASJG no fortalecimento da agricultura sustentável – especialmente a orgânica/agroecológica - no município, abrangendo aspectos históricos, práticas escolares, assim como a visão de membros da comunidade escolar, por meio de observação participante, análise documental e entrevistas. A EFASJG vem contribuindo com o fortalecimento da agricultura orgânica/agroecológica, pois está, desde a sua fundação, voltada à luta por processos sustentáveis no campo. Seus esforços são notados em seus documentos, práticas escolares, e no discurso de seus atores. Para eles, um dos papéis mais importantes da escola está em fazer a agricultura sustentável “dar certo” em suas imediações, tornando-a uma “vitrine” de possibilidades para os agricultores pomeranos.
Palavras-chave: agricultura orgânica, agroecologia, escola família agrícola, pomeranos.
The school as a showcase for sustainable agriculture: experiences and challenges of a Family Agricultural School in a Pomeranian community
ABSTRACT. The São João do Garrafão Family Agricultural School (EFASJG, in portuguese) is located in the municipality of Santa Maria de Jetibá, Espírito Santo, a region historically settled by Pomeranian immigrants, where family farming constitutes a central component of the local economy. Currently, at least two agricultural models compete for space and narratives within the community: conventional agriculture, characterized by intensive use of agrochemicals, and organic agriculture, supported by a movement with over 30 years of history and two established Associations. This article aims to elucidate EFASJG's participation in strengthening sustainable agriculture – especially organic/agroecological agriculture – in the municipality, encompassing historical aspects, school practices, and the perspectives of members of the school community, through participant observation, document analysis, and interviews. EFASJG has contributed to the advancement of organic/agroecological farming, as it has been committed to promoting sustainable agricultural processes since its founding. These efforts are evident in its official documents, educational practices, and in the discourse of its community members. For them, one of the school's most important roles is to ensure that sustainable farming “succeeds” in the surrounding areas, thereby becoming a “showcase” of possibilities for Pomeranian farmers.
Keywords: organic agriculture, agroecology, family agricultural school, pomeranians.
La escuela como vitrina de la agricultura sostenible: experiencias y desafíos de una Escuela Familia Agrícola en una comunidad pomerana
RESUMEN. La Escuela Familia Agrícola São João do Garrafão (EFASJG) se encuentra en el municipio de Santa Maria de Jetibá, en el estado de Espírito Santo, una región colonizada por inmigrantes pomeranos, donde la agricultura familiar constituye una importante actividad económica. Actualmente, al menos dos proyectos agrícolas compiten por espacio y narrativas en la comunidad: la agricultura convencional con un intenso uso de agroquímicos y la agricultura orgánica, con un movimiento que cuenta con más de 30 años y dos Asociaciones. Este artículo tiene como objetivo elucidar la participación de EFASJG en el fortalecimiento de la agricultura sostenible - especialmente la agricultura orgánica/agroecológica - en el municipio, abarcando aspectos históricos, prácticas escolares, así como la visión de los miembros de la comunidad escolar, a través de la observación participante, el análisis documental y entrevistas. EFASJG ha estado contribuyendo al fortalecimiento de la agricultura orgánica/agroecológica, ya que desde su fundación se ha centrado en la lucha por procesos sostenibles en el campo. Sus esfuerzos se notan en sus documentos, prácticas escolares y en el discurso de sus actores. Para ellos, uno de los roles más importantes de la escuela es hacer que la agricultura sostenible "funcione" en sus alrededores, convirtiéndola en una "vitrina" de posibilidades para los agricultores pomeranos.
Palabras clave: agricultura orgánica, agroecología, escuela familia agrícola, pomeranos
Escolas multisseriadas e gestão democrática: Possibilidades de resistência na Educação do Campo
Get PDFAbstract. The aim of this article is to reflect on multigrade schools, looking at aspects related to their importance, spatiality, temporality and historicity in the context of rural education, as well as criticizing and denouncing the closure of public schools in the state of Espírito Santo, based on quantitative comparisons at national and regional level. We also sought to establish possibilities for resistance based on the principles of democratic management as a way of strengthening schools and multi-grade classes as opposed to the indiscriminate closure of public schools in the countryside. Through a bibliographic/documentary survey and analysis of quantitative and qualitative data, we sought to highlight the power of multigrade schools and their possibilities for resistance through democratic management.Abstract. The aim of this article is to reflect on multigrade schools, looking at aspects related to their importance, spatiality, temporality and historicity in the context of rural education, as well as criticizing and denouncing the closure of public schools in the state of Espírito Santo, based on quantitative comparisons at national and regional level. We also sought to establish possibilities for resistance based on the principles of democratic management as a way of strengthening schools and multi-grade classes as opposed to the indiscriminate closure of public schools in the countryside. Through a bibliographic/documentary survey and analysis of quantitative and qualitative data, we sought to highlight the power of multigrade schools and their possibilities for resistance through democratic management.Resumen. El objetivo de este artículo es reflexionar sobre las escuelas multigrado, considerando aspectos relacionados con su importancia, espacialidad, temporalidad e historicidad en el contexto de la educación rural, así como criticar y denunciar el cierre de escuelas públicas en el estado de Espírito Santo a partir de comparaciones cuantitativas a nivel nacional y regional. También buscamos establecer posibilidades de resistencia basadas en los principios de la gestión democrática como forma de fortalecer las escuelas y las clases multigrado frente al cierre indiscriminado de escuelas públicas en el campo. A través de un relevamiento bibliográfico/documental y del análisis de datos cuantitativos y cualitativos, se buscó destacar la potencia de las escuelas multigrado y sus posibilidades de resistencia a través de la gestión democrática.Abstract. The aim of this article is to reflect on multigrade schools, looking at aspects related to their importance, spatiality, temporality and historicity in the context of rural education, as well as criticizing and denouncing the closure of public schools in the state of Espírito Santo, based on quantitative comparisons at national and regional level. We also sought to establish possibilities for resistance based on the principles of democratic management as a way of strengthening schools and multi-grade classes as opposed to the indiscriminate closure of public schools in the countryside. Through a bibliographic/documentary survey and analysis of quantitative and qualitative data, we sought to highlight the power of multigrade schools and their possibilities for resistance through democratic management.O presente artigo objetiva trazer reflexões acerca das escolas multisseriadas operando aspectos relacionados à sua importância, espacialidade, temporalidade e historicidade no contexto da Educação do Campo, bem como, a crítica e a denúncia ao fechamento de escolas públicas no estado do Espírito Santo a partir de comparações quantitativas a nível nacional e regional. Buscamos também, estabelecer possibilidades de resistência a partir dos princípios da gestão democrática como forma de fortalecimento das escolas e classes multisseriadas em contraposição ao fechamento indiscriminado de escolas públicas no Campo. Por meio de levantamento bibliográfico/documental e análise de dados quantitativos e qualitativos perseguimos evidenciar a potência das multisseriadas e suas possibilidades de resistência por meio da gestão democrática.
Palavras–chave: escolas e classes multisseriadas, fechamento de escolas campesinas, gestão democrática, educação do campo, resistência.
Multigrade schools and democratic management: Possibilities for resistance in Rural Education
Abstract. The aim of this article is to reflect on multigrade schools, looking at aspects related to their importance, spatiality, temporality and historicity in the context of rural education, as well as criticizing and denouncing the closure of public schools in the state of Espírito Santo, based on quantitative comparisons at national and regional level. We also sought to establish possibilities for resistance based on the principles of democratic management as a way of strengthening schools and multi-grade classes as opposed to the indiscriminate closure of public schools in the countryside. Through a bibliographic/documentary survey and analysis of quantitative and qualitative data, we sought to highlight the power of multigrade schools and their possibilities for resistance through democratic management.
Keywords: multigrade schools and classes, closure of rural schools, democratic management, rural education, resistance.
Escuelas multigrado y gestión democrática: Posibilidades de resistencia en la Educación del Campo
Resumen. El objetivo de este artículo es reflexionar sobre las escuelas multigrado, considerando aspectos relacionados con su importancia, espacialidad, temporalidad e historicidad en el contexto de la educación rural, así como criticar y denunciar el cierre de escuelas públicas en el estado de Espírito Santo a partir de comparaciones cuantitativas a nivel nacional y regional. También buscamos establecer posibilidades de resistencia basadas en los principios de la gestión democrática como forma de fortalecer las escuelas y las clases multigrado frente al cierre indiscriminado de escuelas públicas en el campo. A través de un relevamiento bibliográfico/documental y del análisis de datos cuantitativos y cualitativos, se buscó destacar la potencia de las escuelas multigrado y sus posibilidades de resistencia a través de la gestión democrática.
Palabras clave: escuelas y aulas multigrado, cierre de escuelas rurales, gestión democrática, educación rural, resistencia
Aprendizagem Baseada em Projetos – ABP e Multiletramentos Digitais na Educação do Campo: relato de experiência com uma turma do 5º ano
Get PDFABSTRACT. This text presents part of the results of a professional master's degree research project that aimed to propose and implement a methodological design based on Project-Based Learning (PBL) for the development of digital multilingualism among students in the Early Years at a rural school in the interior of Pernambuco. The object of study was digital inclusion in rural education, and the methodological approach was training research (Macedo, 2021), using a dialectical method and a qualitative approach. The theoretical categories of Rural Education and Project-Based Learning were based on Freire (1987, 1996), Arroyo, Caldart and Molina (2004) and Bender (2014), respectively. The cultural practitioners were students from a 5th grade class, and the data production tools used were a diagnostic questionnaire, a field diary and a focus group. The results obtained indicate a significant increase in the students' motivation to learn, active participation and development of logical reasoning. It is therefore concluded that in the context of a rural school, the use of digital technologies in PBL provides an engaging education that encourages students to work in teams, experimenting with innovative solutions while strengthening the link between the school and the rural community.This text presents part of the results of a professional master's degree research project that aimed to propose and implement a methodological design based on Project-Based Learning (PBL) for the development of digital multilingualism among students in the Early Years at a rural school in the interior of Pernambuco. The object of study was digital inclusion in rural education, and the methodological approach was training research (Macedo, 2021), using a dialectical method and a qualitative approach. The theoretical categories of Rural Education and Project-Based Learning were based on Freire (1996), Arroyo, Caldart & Molina (2004) and Bender (2014), respectively. The cultural practitioners were students from a 5th grade class, and the data production tools used were a diagnostic questionnaire, a field diary and a focus group. The results obtained indicate a significant increase in the students' motivation to learn, active participation and development of logical reasoning. It is therefore concluded that in the context of a rural school, the use of digital technologies in PBL provides an engaging education that encourages students to work in teams, experimenting with innovative solutions while strengthening the link between the school and the rural community. RESUMEN. Este texto presenta parte de los resultados de una investigación desarrollada en una maestría profesional que tuvo como objetivo proponer e implementar un diseño metodológico basado en el Aprendizaje Basado en Proyectos (ABP), para el desarrollo de multialfabetizaciones digitales de estudiantes de los Años Iniciales en una escuela rural del interior de Pernambuco. El objeto de estudio fue la Inclusión Digital en la Educación Rural, y el recorrido metodológico fue la Investigación-Formación (Macedo, 2021), con método dialéctico, en enfoque cualitativo. Las categorías teóricas Educación Rural y Aprendizaje Basado en Proyectos se basaron, respectivamente, en Freire (1987, 1996), Arroyo, Caldart y Molina (2004) y Bender (2014). Con estudiantes de 5to grado como practicantes culturales, los instrumentos de producción de datos utilizados fueron el cuestionario diagnóstico, el diario de campo y el grupo focal. Los resultados obtenidos indican un aumento significativo de la motivación por aprender, la participación activa y el desarrollo del razonamiento lógico de los estudiantes. Se concluye entonces que en el contexto de una escuela rural, el uso de tecnologías digitales en PBL proporciona una educación atractiva que anima a los estudiantes a trabajar en equipo, experimentando con soluciones innovadoras y fortaleciendo el vínculo entre la escuela y la comunidad rural.ABSTRACT. This text presents part of the results of a professional master's degree research project that aimed to propose and implement a methodological design based on Project-Based Learning (PBL) for the development of digital multilingualism among students in the Early Years at a rural school in the interior of Pernambuco. The object of study was digital inclusion in rural education, and the methodological approach was training research (Macedo, 2021), using a dialectical method and a qualitative approach. The theoretical categories of Rural Education and Project-Based Learning were based on Freire (1987, 1996), Arroyo, Caldart and Molina (2004) and Bender (2014), respectively. The cultural practitioners were students from a 5th grade class, and the data production tools used were a diagnostic questionnaire, a field diary and a focus group. The results obtained indicate a significant increase in the students' motivation to learn, active participation and development of logical reasoning. It is therefore concluded that in the context of a rural school, the use of digital technologies in PBL provides an engaging education that encourages students to work in teams, experimenting with innovative solutions while strengthening the link between the school and the rural community.Este texto apresenta parte dos resultados de pesquisa desenvolvida em mestrado profissional que teve como objetivo propor e implementar um desenho metodológico a partir da Aprendizagem Baseada em Projetos (ABP), para o desenvolvimento dos multiletramentos digitais de educandos dos Anos Iniciais em uma escola do campo no interior de Pernambuco. Teve como objeto de estudo a Inclusão digital na Educação do Campo, e como caminho metodológico a Pesquisa-Formação (Macedo, 2021), com método dialético, numa abordagem qualitativa. As categorias teóricas Educação do Campo e Aprendizagem Baseada em Projetos foram embasadas, respectivamente, em Freire (1987, 1996), Arroyo, Caldart e Molina (2004) e Bender (2014). Tendo como praticantes culturais os estudantes de uma turma de 5º ano, os instrumentos de produção de dados utilizados foram o questionário diagnóstico, o diário de campo e o grupo focal. Os resultados obtidos indicam um aumento significativo na motivação para aprender, participação ativa e desenvolvimento do raciocínio lógico dos estudantes. Conclui-se, portanto, que no contexto de uma escola do campo, a utilização de tecnologias digitais na ABP proporciona uma educação engajadora que estimula os educandos a trabalharem em equipes, experimentando soluções inovadoras enquanto fortalece o vínculo entre a escola e a comunidade campesina.
Palavras-chave: aprendizagem baseada em projetos, educação do campo, multiletramentos digitais.
Project-Based Learning (PBL) and Digital Multiliteracies in Rural Education: an experience report with a 5th grade class
ABSTRACT. This text presents part of the results of a professional master's degree research project that aimed to propose and implement a methodological design based on Project-Based Learning (PBL) for the development of digital multilingualism among students in the Early Years at a rural school in the interior of Pernambuco. The object of study was digital inclusion in rural education, and the methodological approach was training research (Macedo, 2021), using a dialectical method and a qualitative approach. The theoretical categories of Rural Education and Project-Based Learning were based on Freire (1987, 1996), Arroyo, Caldart and Molina (2004) and Bender (2014), respectively. The cultural practitioners were students from a 5th grade class, and the data production tools used were a diagnostic questionnaire, a field diary and a focus group. The results obtained indicate a significant increase in the students' motivation to learn, active participation and development of logical reasoning. It is therefore concluded that in the context of a rural school, the use of digital technologies in PBL provides an engaging education that encourages students to work in teams, experimenting with innovative solutions while strengthening the link between the school and the rural community.
Keywords: project-based learning, rural education, digital multi-literacies.
Aprendizaje Basado en Proyectos – ABP y Multialfabetizaciones Digitales en la Educación Rural: informe de una experiencia con una clase de 5º grado
RESUMEN. Este texto presenta parte de los resultados de una investigación desarrollada en una maestría profesional que tuvo como objetivo proponer e implementar un diseño metodológico basado en el Aprendizaje Basado en Proyectos (ABP), para el desarrollo de multialfabetizaciones digitales de estudiantes de los Años Iniciales en una escuela rural del interior de Pernambuco. El objeto de estudio fue la Inclusión Digital en la Educación Rural, y el recorrido metodológico fue la Investigación-Formación (Macedo, 2021), con método dialéctico, en enfoque cualitativo. Las categorías teóricas Educación Rural y Aprendizaje Basado en Proyectos se basaron, respectivamente, en Freire (1987, 1996), Arroyo, Caldart y Molina (2004) y Bender (2014). Con estudiantes de 5to grado como practicantes culturales, los instrumentos de producción de datos utilizados fueron el cuestionario diagnóstico, el diario de campo y el grupo focal. Los resultados obtenidos indican un aumento significativo de la motivación por aprender, la participación activa y el desarrollo del razonamiento lógico de los estudiantes. Se concluye entonces que en el contexto de una escuela rural, el uso de tecnologías digitales en PBL proporciona una educación atractiva que anima a los estudiantes a trabajar en equipo, experimentando con soluciones innovadoras y fortaleciendo el vínculo entre la escuela y la comunidad rural.
Palabras clave: aprendizaje basado en proyectos, educación rural, multialfabetizaciones digitales
Agricultura intensiva, agricultura familiar e sustentabilidade das escolas do campo no Brasil
Get PDFABSTRACT. This study discusses rural education linked to family farming, highlighting that it is a life project in its entirety through social movements. Contrary to this, intensive agriculture is presented as a project to expel families from the countryside. These two agricultural projects are antagonistic because the first is aimed at housing families with access to public policies, including education, which is the focus of this research. On the contrary, intensive agriculture defends the countryside only as a place of agricultural production to generate commodities and, as a consequence, families are forced to migrate to the cities, generating the emptying of the countryside and the deactivation of school institutions. This reality is discussed through bibliographical research and presented as a result possibilities for strengthening social movements in defense of rural education and family farming.This study discusses rural education linked to family farming, highlighting that it is a life project in its entirety through social movements. Contrary to this, intensive agriculture is presented as a project to expel families from the countryside. These two agricultural projects are antagonistic because the first is aimed at housing families with access to public policies, including education, which is the focus of this research. On the contrary, intensive agriculture defends the countryside only as a place of agricultural production to generate commodities and, as a consequence, families are forced to migrate to the cities, generating the emptying of the countryside and the deactivation of school institutions. This reality is discussed through bibliographical research and presented as a result possibilities for strengthening social movements in defense of rural education and family farming.RESUMEN. Este estudio aborda la educación rural vinculada a la agricultura familiar, destacando que es un proyecto de vida en su totalidad a través de los movimientos sociales. Por el contrario, la agricultura intensiva se presenta como un proyecto para expulsar a las familias del campo. Estos dos proyectos agrícolas son antagónicos porque el primero está dirigido a viviendas para familias con acceso a políticas públicas, incluida la educación, que es el foco de esta investigación. Por el contrario, la agricultura intensiva defiende el campo sólo como lugar de producción agrícola para generar mercancías y, como consecuencia, las familias se ven obligadas a migrar a las ciudades, generando el vaciamiento del campo y la desactivación de las instituciones escolares. Esta realidad es discutida a través de una investigación bibliográfica con enfoque cualitativo y presenta como resultado posibilidades para fortalecer los movimientos sociales en defensa de la educación rural y la agricultura familiar. ABSTRACT. This study discusses rural education linked to family farming, highlighting that it is a life project in its entirety through social movements. Contrary to this, intensive agriculture is presented as a project to expel families from the countryside. These two agricultural projects are antagonistic because the first is aimed at housing families with access to public policies, including education, which is the focus of this research. On the contrary, intensive agriculture defends the countryside only as a place of agricultural production to generate commodities and, as a consequence, families are forced to migrate to the cities, generating the emptying of the countryside and the deactivation of school institutions. This reality is discussed through bibliographical research and presented as a result possibilities for strengthening social movements in defense of rural education and family farming.Este estudo discute a educação do campo atrelada à agricultura familiar, ressaltando que se trata de um projeto de vida em sua plenitude pelos movimentos sociais. Contrário a isso, a agricultura intensiva é apresentada como projeto de expulsão das famílias do campo. Esses dois projetos de agricultura são antagônicos porque o primeiro é voltado para a moradia de famílias com acesso às políticas públicas, dentre elas a educação que é o mote dessa pesquisa. Na contramão, a agricultura intensiva faz a defesa do campo apenas como local de produção agropecuária para gerar commodities e, como consequência, famílias são obrigadas a migrarem para as cidades, gerando o esvaziamento do campo e o desativamento das instituições escolares. Essa realidade é discutida por meio da pesquisa bibliográfica numa abordagem qualitativa e apresenta como resultado possibilidades do fortalecimento dos movimentos sociais em defesa da educação do campo e da agricultura familiar.
Palavras-chave: agricultura intensiva, escolas do campo, movimentos sociais.
Intensive, family farming and sustainability of country schools in Brazil
ABSTRACT. This study discusses rural education linked to family farming, highlighting that it is a life project in its entirety through social movements. Contrary to this, intensive agriculture is presented as a project to expel families from the countryside. These two agricultural projects are antagonistic because the first is aimed at housing families with access to public policies, including education, which is the focus of this research. On the contrary, intensive agriculture defends the countryside only as a place of agricultural production to generate commodities and, as a consequence, families are forced to migrate to the cities, generating the emptying of the countryside and the deactivation of school institutions. This reality is discussed through bibliographical research and presented as a result possibilities for strengthening social movements in defense of rural education and family farming.
Keywords: Intensive and family farming, rural schools, social movements.
Agricultura intensiva, familiar y sostenibilidad de las escuelas de campo en Brasil
RESUMEN. Este estudio aborda la educación rural vinculada a la agricultura familiar, destacando que es un proyecto de vida en su totalidad a través de los movimientos sociales. Por el contrario, la agricultura intensiva se presenta como un proyecto para expulsar a las familias del campo. Estos dos proyectos agrícolas son antagónicos porque el primero está dirigido a viviendas para familias con acceso a políticas públicas, incluida la educación, que es el foco de esta investigación. Por el contrario, la agricultura intensiva defiende el campo sólo como lugar de producción agrícola para generar mercancías y, como consecuencia, las familias se ven obligadas a migrar a las ciudades, generando el vaciamiento del campo y la desactivación de las instituciones escolares. Esta realidad es discutida a través de una investigación bibliográfica con enfoque cualitativo y presenta como resultado posibilidades para fortalecer los movimientos sociales en defensa de la educación rural y la agricultura familiar.
Palabras clave: agricultura intensiva y familiar, escuelas de campo, movimientos sociales
O ensino remoto emergencial nas escolas rurais do município de Prata/MG: uma análise documental dos anos de 2020 a 2022
Get PDFABSTRACT. This article analyzes the measures adopted by the Municipal Department of Education of Prata/MG during the emergency remote teaching implemented between 2020 and 2022, with a focus on rural schools. This qualitative and documentary study was based on pedagogical reports produced by the schools and official institutional documents. The main objective was to understand how the teaching and learning process unfolded in rural contexts during the COVID-19 pandemic, identifying the challenges faced, the strategies adopted, and the possible pedagogical impacts. The data reveal a reality marked by limited access, scarcity of technological resources, and a strong dependence on families to support students' educational activities. They also highlight the efforts of school teams to maintain pedagogical engagement and offer viable alternatives for the continuity of teaching. It is concluded that, despite the adversities, the rural school remained a space of resistance, care, and commitment to the community.ABSTRACT. This article analyzes the measures adopted by the Municipal Department of Education of Prata/MG during the emergency remote teaching implemented between 2020 and 2022, with a focus on rural schools. This qualitative and documentary study was based on pedagogical reports produced by the schools and official institutional documents. The main objective was to understand how the teaching and learning process unfolded in rural contexts during the COVID-19 pandemic, identifying the challenges faced, the strategies adopted, and the possible pedagogical impacts. The data reveal a reality marked by limited access, scarcity of technological resources, and a strong dependence on families to support students' educational activities. They also highlight the efforts of school teams to maintain pedagogical engagement and offer viable alternatives for the continuity of teaching. It is concluded that, despite the adversities, the rural school remained a space of resistance, care, and commitment to the community.RESUMEN. El presente artículo analiza las medidas adoptadas por la Secretaría Municipal de Educación de Prata/MG durante la educación remota de emergencia implementada entre 2020 y 2022, con énfasis en las escuelas rurales. La investigación, de enfoque cualitativo y carácter documental, se basó en informes pedagógicos elaborados por las escuelas y en documentos institucionales oficiales. El objetivo principal fue comprender cómo se desarrolló el proceso de enseñanza y aprendizaje en contextos rurales durante la pandemia de la COVID-19, identificando los desafíos enfrentados, las estrategias adoptadas y los posibles impactos pedagógicos. Los datos evidencian una realidad marcada por dificultades de acceso, escasez de recursos tecnológicos y una gran dependencia de las familias en el acompañamiento de las actividades escolares. Revelan, no obstante, el esfuerzo de los equipos escolares por mantener el vínculo pedagógico y ofrecer alternativas viables para la continuidad de la enseñanza. Se concluye que, incluso frente a las adversidades, la escuela rural se mantuvo como un espacio de resistencia, cuidado y compromiso con la comunidad.ABSTRACT. This article analyzes the measures adopted by the Municipal Department of Education of Prata/MG during the emergency remote teaching implemented between 2020 and 2022, with a focus on rural schools. This qualitative and documentary study was based on pedagogical reports produced by the schools and official institutional documents. The main objective was to understand how the teaching and learning process unfolded in rural contexts during the COVID-19 pandemic, identifying the challenges faced, the strategies adopted, and the possible pedagogical impacts. The data reveal a reality marked by limited access, scarcity of technological resources, and a strong dependence on families to support students' educational activities. They also highlight the efforts of school teams to maintain pedagogical engagement and offer viable alternatives for the continuity of teaching. It is concluded that, despite the adversities, the rural school remained a space of resistance, care, and commitment to the community.O presente artigo analisa as medidas adotadas pela Secretaria Municipal de Educação de Prata/MG durante o ensino remoto emergencial implementado entre 2020 e 2022, com foco nas escolas rurais. A pesquisa, de abordagem qualitativa e caráter documental, baseou-se em relatórios pedagógicos elaborados pelas escolas e em documentos institucionais oficiais. O objetivo principal foi compreender como se deu o processo de ensino e aprendizagem em contextos rurais durante a pandemia da COVID-19, identificando os desafios enfrentados, as estratégias adotadas e os possíveis impactos pedagógicos. Os dados evidenciam uma realidade marcada por dificuldades de acesso, escassez de recursos tecnológicos e grande dependência das famílias no acompanhamento das atividades escolares. Revelam, contudo, o esforço das equipes escolares em manter o vínculo pedagógico e oferecer alternativas viáveis para a continuidade do ensino. Conclui-se que, mesmo diante das adversidades, a escola rural se manteve como um espaço de resistência, cuidado e compromisso com a comunidade.
Palavras-chave: escola rural, pandemia da COVID-19, ensino remoto emergencial.
Emergency Remote Teaching in Rural Schools of Prata/MG: A Documentary Analysis from 2020 to 2022
ABSTRACT. This article analyzes the measures adopted by the Municipal Department of Education of Prata/MG during the emergency remote teaching implemented between 2020 and 2022, with a focus on rural schools. This qualitative and documentary study was based on pedagogical reports produced by the schools and official institutional documents. The main objective was to understand how the teaching and learning process unfolded in rural contexts during the COVID-19 pandemic, identifying the challenges faced, the strategies adopted, and the possible pedagogical impacts. The data reveal a reality marked by limited access, scarcity of technological resources, and a strong dependence on families to support students' educational activities. They also highlight the efforts of school teams to maintain pedagogical engagement and offer viable alternatives for the continuity of teaching. It is concluded that, despite the adversities, the rural school remained a space of resistance, care, and commitment to the community.
Keywords: rural school, COVID-19 pandemic, emergency remote teaching.
La educación remota de emergencia en las escuelas rurales del municipio de Prata/MG: un análisis documental de los años 2020 a 2022
RESUMEN. El presente artículo analiza las medidas adoptadas por la Secretaría Municipal de Educación de Prata/MG durante la educación remota de emergencia implementada entre 2020 y 2022, con énfasis en las escuelas rurales. La investigación, de enfoque cualitativo y carácter documental, se basó en informes pedagógicos elaborados por las escuelas y en documentos institucionales oficiales. El objetivo principal fue comprender cómo se desarrolló el proceso de enseñanza y aprendizaje en contextos rurales durante la pandemia de la COVID-19, identificando los desafíos enfrentados, las estrategias adoptadas y los posibles impactos pedagógicos. Los datos evidencian una realidad marcada por dificultades de acceso, escasez de recursos tecnológicos y una gran dependencia de las familias en el acompañamiento de las actividades escolares. Revelan, no obstante, el esfuerzo de los equipos escolares por mantener el vínculo pedagógico y ofrecer alternativas viables para la continuidad de la enseñanza. Se concluye que, incluso frente a las adversidades, la escuela rural se mantuvo como un espacio de resistencia, cuidado y compromiso con la comunidad.
Palabras clave: escuela rural, pandemia de la COVID-19, educación remota de emergencia
A concepção de formação e o perfil do educador das escolas do campo do Distrito Federal
Get PDFABSTRACT. This study aimed to understand the profile of rural educators and their conceptions of teacher training, based on the perspectives of educators working in Rural Schools in the Federal District. A qualitative approach was employed, utilising questionnaires administered to 34 educators, alongside document analysis of the Pedagogical Guidelines for Rural Education in the Federal District and a review of relevant literature. The research findings reveal that educators recognise the need for a professional profile that is adaptable, aware of their own incompleteness, interests, and connected to the cultural and territorial roots of peasant communities. Regarding their conceptions of teacher training, they highlight methodological aspects of teacher education, the dialogue between rural and urban contexts, the specificities of rural learners, and the understanding that continuous professional development can positively impact school environments in peasant territories. The emancipatory perspective, fundamental to the founding principles of Rural Education, is reflected in the participants' discourse as they articulate a vision of teacher training conceived by educators themselves - a model of training for social transformation. Pedagogical alternation and reflective praxis emerge as essential methodological components for contextually relevant training aligned with the specificities of peasant territories.ABSTRACT. This study aimed to understand the profile of rural educators and their conceptions of teacher training, based on the perspectives of educators working in Rural Schools in the Federal District. A qualitative approach was employed, utilising questionnaires administered to 34 educators, alongside document analysis of the Pedagogical Guidelines for Rural Education in the Federal District and a review of relevant literature. The research findings reveal that educators recognise the need for a professional profile that is adaptable, aware of their own incompleteness, interests, and connected to the cultural and territorial roots of peasant communities. Regarding their conceptions of teacher training, they highlight methodological aspects of teacher education, the dialogue between rural and urban contexts, the specificities of rural learners, and the understanding that continuous professional development can positively impact school environments in peasant territories. The emancipatory perspective, fundamental to the founding principles of Rural Education, is reflected in the participants' discourse as they articulate a vision of teacher training conceived by educators themselves - a model of training for social transformation. Pedagogical alternation and reflective praxis emerge as essential methodological components for contextually relevant training aligned with the specificities of peasant territories.RESUMEN. El presente trabajo tuvo como objetivo comprender el perfil del educador del campo y sus concepciones de formación, partiendo de la visión de los propios educadores en activo en las Escuelas del Campo del Distrito Federal. Se utilizó un enfoque cualitativo, mediante cuestionarios aplicados a 34 educadores de la 2ª edición del Programa Escuela de la Tierra, además del análisis documental de las Directrices Pedagógicas de la Educación del Campo del DF y de estudios bibliográficos. Los resultados de la investigación revelan que los educadores reconocen la necesidad de un perfil que sea flexible, conocedor de su carácter inacabado, curioso y conectado a las raíces culturales y territoriales campesinas. En cuanto a la concepción de formación, señalan los aspectos metodológicos de la formación docente, el diálogo entre lo rural y lo urbano, las especificidades de los sujetos del campo y la comprensión de que la formación continua puede impactar positivamente en el contexto escolar de los territorios campesinos. La perspectiva emancipadora, constitutiva de la Educación del Campo en sus pilares fundacionales, se referencia en los discursos de los sujetos de la investigación, a medida que se va tejiendo un diálogo con la formación docente pensada por estos mismos sujetos, en una concepción de formación para la transformación social. La alternancia pedagógica y la praxis reflexiva se destacan como necesarias para la metodología de una formación contextualizada y alineada con las especificidades de los territorios campesinos.ABSTRACT. This study aimed to understand the profile of rural educators and their conceptions of teacher training, based on the perspectives of educators working in Rural Schools in the Federal District. A qualitative approach was employed, utilising questionnaires administered to 34 educators, alongside document analysis of the Pedagogical Guidelines for Rural Education in the Federal District and a review of relevant literature. The research findings reveal that educators recognise the need for a professional profile that is adaptable, aware of their own incompleteness, interests, and connected to the cultural and territorial roots of peasant communities. Regarding their conceptions of teacher training, they highlight methodological aspects of teacher education, the dialogue between rural and urban contexts, the specificities of rural learners, and the understanding that continuous professional development can positively impact school environments in peasant territories. The emancipatory perspective, fundamental to the founding principles of Rural Education, is reflected in the participants' discourse as they articulate a vision of teacher training conceived by educators themselves - a model of training for social transformation. Pedagogical alternation and reflective praxis emerge as essential methodological components for contextually relevant training aligned with the specificities of peasant territories.O presente trabalho teve como objetivo compreender o perfil de educador do campo e suas concepções de formação, partindo da visão dos próprios educadores atuantes nas Escolas do Campo do Distrito Federal. Utilizou-se uma abordagem qualitativa, por meio de questionários aplicados a 34 educadores, além de análise documental das Diretrizes Pedagógicas da Educação do Campo do DF e de estudos bibliográficos. Os resultados da pesquisa revelam que os educadores reconhecem a necessidade de um perfil que seja flexível, conhecedor do seu inacabamento, curioso e conectado às raízes culturais e territoriais camponeses. Quanto à concepção de formação, apontam para os aspectos metodológicos da formação docente, do diálogo entre o rural e o urbano, das especificidades dos sujeitos do campo e da compressão de que a formação continuada pode impactar positivamente no contexto escolar dos territórios camponeses. A perspectiva emancipatória, constituinte da Educação do Campo em seus pilares fundantes, é referenciada pelas falas dos sujeitos da pesquisa, à medida que vai se tecendo um diálogo com a uma formação docente pensada por estes mesmos sujeitos, numa concepção de formação para a transformação social. A alternância pedagógica e a práxis reflexiva são destacadas como necessária à metodologia de uma formação contextualizada e alinhadas às especificidades dos territórios camponeses.
Palavras-chave: alternância pedagógica, educação do campo, perfil de educador, formação.
The Conception of Training and the Profile of Educators in Rural Schools of the Federal District
ABSTRACT. This study aimed to understand the profile of rural educators and their conceptions of teacher training, based on the perspectives of educators working in Rural Schools in the Federal District. A qualitative approach was employed, utilising questionnaires administered to 34 educators, alongside document analysis of the Pedagogical Guidelines for Rural Education in the Federal District and a review of relevant literature. The research findings reveal that educators recognise the need for a professional profile that is adaptable, aware of their own incompleteness, interests, and connected to the cultural and territorial roots of peasant communities. Regarding their conceptions of teacher training, they highlight methodological aspects of teacher education, the dialogue between rural and urban contexts, the specificities of rural learners, and the understanding that continuous professional development can positively impact school environments in peasant territories. The emancipatory perspective, fundamental to the founding principles of Rural Education, is reflected in the participants' discourse as they articulate a vision of teacher training conceived by educators themselves - a model of training for social transformation. Pedagogical alternation and reflective praxis emerge as essential methodological components for contextually relevant training aligned with the specificities of peasant territories.
Keywords: pedagogical alternation, rural education, educator profile, teacher training.
La concepción de la formación y el perfil del educador en las escuelas rurales del Distrito Federal
RESUMEN. El presente trabajo tuvo como objetivo comprender el perfil del educador del campo y sus concepciones de formación, partiendo de la visión de los propios educadores en activo en las Escuelas del Campo del Distrito Federal. Se utilizó un enfoque cualitativo, mediante cuestionarios aplicados a 34 educadores de la 2ª edición del Programa Escuela de la Tierra, además del análisis documental de las Directrices Pedagógicas de la Educación del Campo del DF y de estudios bibliográficos. Los resultados de la investigación revelan que los educadores reconocen la necesidad de un perfil que sea flexible, conocedor de su carácter inacabado, curioso y conectado a las raíces culturales y territoriales campesinas. En cuanto a la concepción de formación, señalan los aspectos metodológicos de la formación docente, el diálogo entre lo rural y lo urbano, las especificidades de los sujetos del campo y la comprensión de que la formación continua puede impactar positivamente en el contexto escolar de los territorios campesinos. La perspectiva emancipadora, constitutiva de la Educación del Campo en sus pilares fundacionales, se referencia en los discursos de los sujetos de la investigación, a medida que se va tejiendo un diálogo con la formación docente pensada por estos mismos sujetos, en una concepción de formación para la transformación social. La alternancia pedagógica y la praxis reflexiva se destacan como necesarias para la metodología de una formación contextualizada y alineada con las especificidades de los territorios campesinos.
Palabras clave: alternancia pedagógica, educación del campo, perfil del educador, formación
Inteligência Artificial e Pesquisa Científica: entre a Potência Epistêmica e os Desafios Éticos Contemporâneos
Get PDFA emergência e a rápida disseminação das tecnologias de Inteligência Artificial (IA) têm provocado transformações profundas nos modos de produzir, organizar e validar o conhecimento científico
O EU NO ESPELHO: A CONSTITUIÇÃO DA IDENTIDADE DO PROFESSOR DE CURSOS LIVRES
Get PDFThis case study carried out with four teachers from a free course English school in the city of Gurupi/TO brings considerations about how the English language teacher of language schools self-analyses in order to point out social and/or ideological issues that permeate those identities. The data were discussed through studies on identities in post-modernity, as well as in studies situated in the context of Applied Linguistics. The results showed that the social and/or ideological issues that permeate these identities represent a theme little reflected by the interviewees, and which has little impact on their pedagogical practices.Este estudo de caso realizado com quatro professoras de uma escola de inglês de curso livre da cidade de Gurupi/TO traz considerações sobre como se autoanalisa o professor de Língua Inglesa de escolas de idiomas, com o objetivo de apontar questões sociais e/ou ideológicas que permeiam essas identidades. Os dados foram discutidos por meio de estudos sobre identidades na pós-modernidade, bem como em estudos situados no contexto da Linguística Aplicada. Os resultados mostraram que as questões sociais e/ou ideológicas que permeiam essas identidades representam um tema pouco refletido pelas entrevistadas, e que tem pouco reflexo em suas práxis pedagógica.