Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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O LIVRO DE LITERATURA INFANTIL INDÍGENA: DO TEXTO LITERÁRIO AO PROJETO GRÁFICO
Get PDFThis article aims to analyze the books of indigenous literature destined to the child public, considering the relations between literary text and graphic project. The study was methodological based in the qualitative approach, assuming characteristic of exploratory research. The research corpus consisted of three books of children’s literature with the indigenous theme. The analysis shows that book’s reading might help the reader to know and value indigenous peoples, contributing to the deconstruction of stereotypes. Therefore, the book of indigenous children's literature is understood as a way for the formation of critical and reflective subjects about social diversity.Este artigo objetiva analisar os livros de literatura indígena, destinados ao público infantil, considerando a relação entre o texto literário e o projeto gráfico. O estudo respaldou-se metodologicamente na abordagem qualitativa, assumindo características da pesquisa exploratória. O corpus da pesquisa foi composto por três livros de literatura infantil indígena. As análises evidenciam que a leitura das obras pode contribuir para que o leitor conheça e valorize os povos indígenas, contribuindo para a desconstrução de estereótipos. Portanto, compreende-se o livro de literatura infantil indígena como um meio para a formação de sujeitos críticos e reflexivos sobre a diversidade social
LEITOR, LIVROS, PRAZER E REVOLUÇÃO
Get PDFThis essay reflects on reading and literature in contemporary times. Since the publication of the Retratos da leitura no Brasil survey in 2021, there has been a decline in the number of readers. The literature review shows that reading, as well as being pleasurable, enables the development of a critical sense. This paper reflects on the current reading scenario, as well as presents some portrayals of readers in literary works.Neste ensaio, é feita uma reflexão sobre a leitura e a literatura na contemporaneidade. Desde a publicação da pesquisa Retratos da leitura no Brasil, em 2021, percebe-se a diminuição dos índices de leitores. A revisão da literatura mostra que a leitura, além de prazerosa, permite o desenvolvimento do senso crítico. Neste trabalho, são apresentadas reflexões sobre o atual cenário de leitura, bem como são apresentadas algumas retratações de leitores em obras literárias
A MEDIAÇÃO DE LEITURA PARA JOVENS E ADULTOS: AÇÕES E PRÁTICAS POSSÍVEIS
Get PDFThe article highlights the importance of reading mediation in Youth and Adult Education (EJA) in Brazil. It presents strategies adapted to meet the diversity of this audience, using Paulo Freire as a reference. It proposes the use of picture books, such as Rafael Sica's Triste, to promote reading and develop visual perception and critical thinking, and Patrick Torres' O cozer das pedras, o roer dos osso, for addressing sensitive social issues. It emphasizes reading mediation as a tool for empowerment, critical reflection and civic engagement in building a more just and inclusive society.O artigo destaca a importância da mediação de leitura na Educação de Jovens e Adultos (EJA) no Brasil. Apresenta estratégias adaptadas para atender à diversidade desse público, tendo Paulo Freire como referência. Propõe o uso de livros-imagem, como a obra Triste de Rafael Sica, para promover a leitura e desenvolver percepção visual e pensamento crítico, e O cozer das pedras, o roer dos ossos de Patrick Torres, pela abordagem de questões sociais sensíveis. Ressalta a mediação de leitura como ferramenta de empoderamento, reflexão crítica e engajamento cívico na construção de uma sociedade mais justa e inclusiva
ODENIGBO E UGWU: OS CONTRAPONTOS DA CONSTRUÇÃO DA IDENTIDADE NACIONAL NIGERIANA, EM MEIO SOL AMARELO
Get PDFThis article analyzes the difference between the epistemological knowledge of the characters Odenigbo and Ugwu, who respectively follow the Western scientific model and the generational knowledge of tradition, in Chimamanda Ngozi Adichie's Half of a Yellow Sun (2008). The two models serve as a basis for investigating the complex construction of the Nigerian people's national identity. At the end of the analysis, we can see how Biafran and Nigerian identities were still tied to the European model of modernity, believing that softening traditional ethnic customs was the answer to modernizing the nation.O presente artigo analisa a diferença entre os saberes epistemológicos dos personagens Odenigbo e Ugwu, que seguem, respectivamente, o modelo científico ocidental e o conhecimento geracional da tradição, na obra Meio Sol Amarelo (2008), de Chimamanda Ngozi Adichie. Os dois modelos servem de aporte para averiguar a complexa construção da identidade nacional do povo nigeriano. Ao final da análise, podemos perceber como as identidades biafrense e nigeriana ainda se viam presas ao modelo de modernidade europeu, acreditando que amenizar os costumes tradicionais étnicos era a resposta para modernizar a nação
Raízes e Horizontes: Desafios e Potencialidades na Educação do Campo - Um Estudo na Escola Familiar Agrícola Rita Lore Wicklein
Get PDFABSTRACT. The article proposes a critical reflection on rural education, seeking to align educational practice with the experiences of rural students, investigating the educational scenario from a qualitative research perspective. We adopted the studies of authors Kolling, Cerioli & Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995), and others to reference rural education. The study used field research methodologies, including observation and interviews with the manager of the Rita Lore Wicklein Family Farm School, located in the village of Monte Cristo, in Codó, Maranhão. The observations highlight the participation of the community and local culture in teaching and learning, demonstrating how these elements enrich the education of those involved. The analysis of the data collected and the application of theoretical concepts reveal the gap between what teaching in these schools should ideally be and actual pedagogical practice. The importance of a direct relationship between the school curriculum and the reality of the students is highlighted, integrating significant elements of their experiences into the classroom. It is concluded that rural education should be integrated with the reality of the students, incorporating cultural aspects into the curriculum.ABSTRACT. The article proposes a critical reflection on rural education, seeking to align educational practice with the experiences of rural students, investigating the educational scenario from a qualitative research perspective. We adopted the studies of authors Kolling, Cerioli & Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995), and others to reference rural education. The study used field research methodologies, including observation and interviews with the manager of the Rita Lore Wicklein Family Farm School, located in the village of Monte Cristo, in Codó, Maranhão. The observations highlight the participation of the community and local culture in teaching and learning, demonstrating how these elements enrich the education of those involved. The analysis of the data collected and the application of theoretical concepts reveal the gap between what teaching in these schools should ideally be and actual pedagogical practice. The importance of a direct relationship between the school curriculum and the reality of the students is highlighted, integrating significant elements of their experiences into the classroom. It is concluded that rural education should be integrated with the reality of the students, incorporating cultural aspects into the curriculum.RESUMEN. El artículo propone una reflexión crítica sobre la educación rural, buscando alinear la práctica educativa con la experiencia de los estudiantes de la educación rural, e investiga el panorama educativo desde una perspectiva cualitativa de investigación. Adoptamos los estudios de los autores Kolling, Cerioli y Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995) y otros para hacer referencia a la educación rural. El estudio utilizó metodologías de investigación de campo, incluyendo observación y entrevistas con el director de la Escuela Familiar Agrícola Rita Lore Wicklein, situada en el pueblo de Monte Cristo, en Codó/MA. Las observaciones destacan la participación de la comunidad y la cultura local en la enseñanza y el aprendizaje, demostrando cómo estos elementos enriquecen la formación de los participantes. El análisis de los datos recopilados y la aplicación de los conceptos teóricos revelan la brecha entre lo que idealmente debería ser la enseñanza en estas escuelas y la práctica pedagógica real. Se destaca la importancia de una relación directa entre el plan de estudios escolar y la realidad de los estudiantes, integrando elementos significativos de sus experiencias en el aula. Se concluye que la educación rural debe integrarse a la realidad de los alumnos, incorporando aspectos culturales al currículo.ABSTRACT. The article proposes a critical reflection on rural education, seeking to align educational practice with the experiences of rural students, investigating the educational scenario from a qualitative research perspective. We adopted the studies of authors Kolling, Cerioli & Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995), and others to reference rural education. The study used field research methodologies, including observation and interviews with the manager of the Rita Lore Wicklein Family Farm School, located in the village of Monte Cristo, in Codó, Maranhão. The observations highlight the participation of the community and local culture in teaching and learning, demonstrating how these elements enrich the education of those involved. The analysis of the data collected and the application of theoretical concepts reveal the gap between what teaching in these schools should ideally be and actual pedagogical practice. The importance of a direct relationship between the school curriculum and the reality of the students is highlighted, integrating significant elements of their experiences into the classroom. It is concluded that rural education should be integrated with the reality of the students, incorporating cultural aspects into the curriculum.O artigo propõe uma reflexão crítica sobre a educação do campo, buscando alinhar a prática educativa à vivência das/os estudantes da educação do campo, investiga o cenário educacional sob uma perspectiva qualitativa de pesquisa. Adotamos os estudos das/os autoras/es Kolling, Cerioli & Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995) e outras/os para referenciar educação do/no campo. O estudo utilizou metodologias de pesquisa de campo, incluindo observação e entrevistas com o gestor da Escola Familiar Agrícola Rita Lore Wicklein, situada no povoado Monte Cristo, em Codó/MA. As observações ressaltam a participação da comunidade e da cultura local no ensino e aprendizagem, demonstrando como esses elementos enriquecem a formação das/os envolvidas/os. A análise dos dados coletados e a aplicação dos conceitos teóricos revelam a lacuna entre o que idealmente deve ser o ensino nestas escolas e a prática pedagógica real. Destaca-se a importância de uma relação direta entre o currículo escolar e a realidade das/os estudantes, integrando elementos significativos de suas vivências na sala de aula. Conclui-se que a educação do campo deve se integrar à realidade das/os discentes, incorporando aspectos culturais ao currículo.
Palavras-chave: educação do campo, prática pedagógica, cultura local, currículo escolar.
Roots and Horizons: Challenges and Potential in Rural Education - A Study at the Rita Lore Wicklein Family Farm School
ABSTRACT. The article proposes a critical reflection on rural education, seeking to align educational practice with the experiences of rural students, investigating the educational scenario from a qualitative research perspective. We adopted the studies of authors Kolling, Cerioli & Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995), and others to reference rural education. The study used field research methodologies, including observation and interviews with the manager of the Rita Lore Wicklein Family Farm School, located in the village of Monte Cristo, in Codó, Maranhão. The observations highlight the participation of the community and local culture in teaching and learning, demonstrating how these elements enrich the education of those involved. The analysis of the data collected and the application of theoretical concepts reveal the gap between what teaching in these schools should ideally be and actual pedagogical practice. The importance of a direct relationship between the school curriculum and the reality of the students is highlighted, integrating significant elements of their experiences into the classroom. It is concluded that rural education should be integrated with the reality of the students, incorporating cultural aspects into the curriculum.
Keywords: rural education, pedagogical practice, local culture, school curriculum.
Raíces y horizontes: Retos y potencial de la educación rural - Un estudio en la Granja Escuela Familiar Rita Lore Wicklein
RESUMEN. El artículo propone una reflexión crítica sobre la educación rural, buscando alinear la práctica educativa con la experiencia de los estudiantes de la educación rural, e investiga el panorama educativo desde una perspectiva cualitativa de investigación. Adoptamos los estudios de los autores Kolling, Cerioli y Caldart (2002), Arroyo (1999, 2007), Zamberlan (1995) y otros para hacer referencia a la educación rural. El estudio utilizó metodologías de investigación de campo, incluyendo observación y entrevistas con el director de la Escuela Familiar Agrícola Rita Lore Wicklein, situada en el pueblo de Monte Cristo, en Codó/MA. Las observaciones destacan la participación de la comunidad y la cultura local en la enseñanza y el aprendizaje, demostrando cómo estos elementos enriquecen la formación de los participantes. El análisis de los datos recopilados y la aplicación de los conceptos teóricos revelan la brecha entre lo que idealmente debería ser la enseñanza en estas escuelas y la práctica pedagógica real. Se destaca la importancia de una relación directa entre el plan de estudios escolar y la realidad de los estudiantes, integrando elementos significativos de sus experiencias en el aula. Se concluye que la educación rural debe integrarse a la realidad de los alumnos, incorporando aspectos culturales al currículo.
Palabras clave: educación rural, práctica pedagógica, cultura local, currículo escolar
Formação Continuada de Professores da Educação do Campo: um olhar voltado para as ações de uma secretaria municipal de educação na Mata Norte de Pernambuco
Get PDFAbstract. This research proposed to analyze the proposals of the Municipal Department of Education of Buenos Aires/PE regarding the construction of educational policies for continuing education for teachers of Rural Education at the levels of Early Childhood Education and the Early Years of Elementary School. To consolidate the theoretical reflections, we anchored ourselves in authors such as: Alencar; Arroyo; Caldart; Hage; Molina e Silva, as well as the legal and regulatory documents in force. Based on a qualitative approach, the following data collection instruments were used: application of semi-structured interviews; use of questionnaires; participant observation and focus group composition. The collected data were submitted to Bardin content analysis, according to the definition of the analysis categories. The results weave reflections on the continuing education offered to teachers of rural schools in the municipality territory.Abstract. This research proposed to analyze the proposals of the Municipal Department of Education of Buenos Aires/PE regarding the construction of educational policies for continuing education for teachers of Rural Education at the levels of Early Childhood Education and the Early Years of Elementary School. To consolidate the theoretical reflections, we anchored ourselves in authors such as: Alencar; Arroyo; Caldart; Hage; Molina e Silva, as well as the legal and regulatory documents in force. Based on a qualitative approach, the following data collection instruments were used: application of semi-structured interviews; use of questionnaires; participant observation and focus group composition. The collected data were submitted to Bardin content analysis, according to the definition of the analysis categories. The results weave reflections on the continuing education offered to teachers of rural schools in the municipality territory.RESUMEN. Esta investigación se propuso analizar las propuestas de la Secretaría Municipal de Educación de Buenos Aires/PE respecto a la construcción de políticas educativas para la formación continua de docentes de Educación del Campo en los niveles de Educación Infantil y Primeros Años de Educación Primaria. Para consolidar las reflexiones teóricas, nos basamos en autores como: Alencar; Arroyo; Caldart; Hage; Molina y Silva, así como los documentos legales y normativos vigentes. Basada en un enfoque cualitativo, se utilizaron como instrumentos de recolección de datos: aplicación de entrevistas semi-estructuradas; uso de cuestionarios; observación participante y formación de grupos focales. Los datos recolectados fueron sometidos al análisis de contenido de Bardin, de acuerdo con la definición de las categorías de análisis. Los resultados plantean reflexiones sobre la formación continua ofrecida a los docentes de las escuelas del campo en el territorio municipal.Abstract. This research proposed to analyze the proposals of the Municipal Department of Education of Buenos Aires/PE regarding the construction of educational policies for continuing education for teachers of Rural Education at the levels of Early Childhood Education and the Early Years of Elementary School. To consolidate the theoretical reflections, we anchored ourselves in authors such as: Alencar; Arroyo; Caldart; Hage; Molina e Silva, as well as the legal and regulatory documents in force. Based on a qualitative approach, the following data collection instruments were used: application of semi-structured interviews; use of questionnaires; participant observation and focus group composition. The collected data were submitted to Bardin content analysis, according to the definition of the analysis categories. The results weave reflections on the continuing education offered to teachers of rural schools in the municipality territory.Essa pesquisa se propôs a analisar as propostas da Secretaria Municipal de Educação de Buenos Aires/PE quanto à construção de políticas educacionais de formação continuada para os professores da Educação do Campo nos níveis da Educação Infantil e dos Anos Iniciais do Ensino Fundamental. Para consolidar as reflexões teóricas, nos ancoramos em autores como: Alencar; Arroyo; Caldart; Hage; Molina e Silva, assim como os documentos legais e normativas vigentes. Embasada em uma abordagem de cunho qualitativo, utilizou-se como instrumentos de coleta de dados: aplicação de entrevistas semiestruturada; utilização de questionários; observação participante e composição do grupo focal. Os dados coletados foram submetidos à análise de conteúdo Bardin, conforme a definição das categorias de análise. Os resultados tecem reflexões quanto a formação continuada ofertada aos professores das escolas do campo do município território.
Palavras-chave: Educação do Campo, Formação de Professores, Prática Docente.
Continuing Education for Rural Education Teachers: a focus on the actions of a Municipal Education Secretariat in the Mata Norte region of Pernambuco
Abstract. This research proposed to analyze the proposals of the Municipal Department of Education of Buenos Aires/PE regarding the construction of educational policies for continuing education for teachers of Rural Education at the levels of Early Childhood Education and the Early Years of Elementary School. To consolidate the theoretical reflections, we anchored ourselves in authors such as: Alencar; Arroyo; Caldart; Hage; Molina e Silva, as well as the legal and regulatory documents in force. Based on a qualitative approach, the following data collection instruments were used: application of semi-structured interviews; use of questionnaires; participant observation and focus group composition. The collected data were submitted to Bardin content analysis, according to the definition of the analysis categories. The results weave reflections on the continuing education offered to teachers of rural schools in the municipality territory.
Keywords: Rural Education, Teacher Training, Teaching Practice.
Educación Permanente de Docentes de Educación Rural: una mirada a las acciones de un Departamento Municipal de Educación en la Selva Norte de Pernambuco
RESUMEN. Esta investigación se propuso analizar las propuestas de la Secretaría Municipal de Educación de Buenos Aires/PE respecto a la construcción de políticas educativas para la formación continua de docentes de Educación del Campo en los niveles de Educación Infantil y Primeros Años de Educación Primaria. Para consolidar las reflexiones teóricas, nos basamos en autores como: Alencar; Arroyo; Caldart; Hage; Molina y Silva, así como los documentos legales y normativos vigentes. Basada en un enfoque cualitativo, se utilizaron como instrumentos de recolección de datos: aplicación de entrevistas semi-estructuradas; uso de cuestionarios; observación participante y formación de grupos focales. Los datos recolectados fueron sometidos al análisis de contenido de Bardin, de acuerdo con la definición de las categorías de análisis. Los resultados plantean reflexiones sobre la formación continua ofrecida a los docentes de las escuelas del campo en el territorio municipal.
Palabras clave: Educación rural, Formación del professorado, Práctica Docente
Contradições do fechamento das escolas do campo: a relevância social da escola para a comunidade
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ABSTRACT. This article discusses the closure of rural schools in the municipality of Castelo/ES, with the aim of discussing the social function of schools for the rural community. The case study, resulting from a research on the nucleation of rural schools, analyzes the closure of the Municipal School of Elementary Education Jabuticabeira and its repercussions on social relations in the local territory, in order to understand the social developments and changes in community dynamics. The research, with a qualitative approach in education, was developed through semi-structured narrative interviews, documentary consultation and dialectical and historical materialism. The results indicated that there is concern about the early removal of children from their territories, weakening family ties, belonging and local identity. It is concluded that the school for the community transcends its pedagogical dimension, becoming one of the important organizing centers of social relations, which allows the construction of bonds and expansion of the school's functions as an integrating agent. Thus, the importance of the presence of schools in social structuring and community strengthening is highlighted, and Rural Education is reaffirmed as an inalienable social right, respecting the historical, social and cultural specificities of this territory.ABSTRACT. This article discusses the closure of rural schools in the municipality of Castelo/ES, with the aim of discussing the social function of schools for the rural community. The case study, resulting from a research on the nucleation of rural schools, analyzes the closure of the Municipal School of Elementary Education Jabuticabeira and its repercussions on social relations in the local territory, in order to understand the social developments and changes in community dynamics. The research, with a qualitative approach in education, was developed through semi-structured narrative interviews, documentary consultation and dialectical and historical materialism. The results indicated that there is concern about the early removal of children from their territories, weakening family ties, belonging and local identity. It is concluded that the school for the community transcends its pedagogical dimension, becoming one of the important organizing centers of social relations, which allows the construction of bonds and expansion of the school's functions as an integrating agent. Thus, the importance of the presence of schools in social structuring and community strengthening is highlighted, and Rural Education is reaffirmed as an inalienable social right, respecting the historical, social and cultural specificities of this territory.
Keywords: rural education, social function, nucleation, community relations.RESUMEN. Este artículo problematiza el cierre de escuelas rurales en el municipio de Castelo/ES, con el objetivo de discutir la función social de la escuela para la comunidad rural. El estudio de caso, resultado de una investigación sobre la creación de escuelas rurales, analiza la extinción de la Escuela Municipal Unidocente de Ensino Fundamental Jabuticabeira y sus repercusiones en las relaciones sociales en el territorio local, con el fin de comprender las consecuencias sociales y los cambios en la dinámica comunitaria. La investigación, con enfoque cualitativo en educación, se desarrolló a través de entrevistas narrativas semiestructuradas, consulta documental y materialismo histórico-dialéctico. Los resultados indicaron que existe preocupación por el retiro temprano de niñas y niños de sus territorios, debilitando los lazos familiares, la pertenencia y la identidad local. Se concluye que la escuela para la comunidad trasciende su dimensión pedagógica, constituyéndose en uno de los importantes centros organizadores de relaciones sociales, lo que permite la construcción de vínculos y la ampliación de las funciones de la escuela como agente integrador. De esta forma, se destaca la importancia de la presencia de la escuela en la estructuración social y el fortalecimiento comunitario y se reafirma la Educación Rural como un derecho social inalienable, respetando las especificidades históricas, sociales y culturales de este territorio.
Palabras clave: educación rural, función social, nucleación, relaciones comunitarias.ABSTRACT. This article discusses the closure of rural schools in the municipality of Castelo/ES, with the aim of discussing the social function of schools for the rural community. The case study, resulting from a research on the nucleation of rural schools, analyzes the closure of the Municipal School of Elementary Education Jabuticabeira and its repercussions on social relations in the local territory, in order to understand the social developments and changes in community dynamics. The research, with a qualitative approach in education, was developed through semi-structured narrative interviews, documentary consultation and dialectical and historical materialism. The results indicated that there is concern about the early removal of children from their territories, weakening family ties, belonging and local identity. It is concluded that the school for the community transcends its pedagogical dimension, becoming one of the important organizing centers of social relations, which allows the construction of bonds and expansion of the school's functions as an integrating agent. Thus, the importance of the presence of schools in social structuring and community strengthening is highlighted, and Rural Education is reaffirmed as an inalienable social right, respecting the historical, social and cultural specificities of this territory.Este artigo problematiza o fechamento de escolas do campo no município de Castelo/ES, com o objetivo de discutir a função social da escola para a comunidade campesina. O estudo de caso, decorrente de uma pesquisa sobre a nucleação de escolas do campo, analisa a extinção da Escola Municipal Unidocente de Ensino Fundamental Jabuticabeira e suas repercussões nas relações sociais do território local, a fim de compreender os desdobramentos sociais e as mudanças na dinâmica comunitária. A pesquisa, com abordagem qualitativa em educação, foi desenvolvida por meio de entrevistas narrativas semiestruturadas, consulta documental e materialismo histórico-dialético. Os resultados indicaram que há a preocupação com o afastamento precoce das crianças de seus territórios, fragilizando os vínculos familiares, o pertencimento e a identidade local. Conclui-se que a escola para a comunidade transcende sua dimensão pedagógica, tornando-se um dos importantes núcleos organizadores das relações sociais, que permite a construção de vínculos e ampliação das funções da escola como agente integrador. Assim, destaca-se a importância da presença da escola na estruturação social e no fortalecimento comunitário e reafirma-se a Educação do Campo como um direito social inalienável, respeitando-se as especificidades históricas, sociais e culturais desse território.
Palavras-chave: educação do campo, função social, nucleação, relações comunitárias.
Contradictions of the closure of rural schools: the social relevance of schools for the community
ABSTRACT. This article discusses the closure of rural schools in the municipality of Castelo/ES, with the aim of discussing the social function of schools for the rural community. The case study, resulting from a research on the nucleation of rural schools, analyzes the closure of the Municipal School of Elementary Education Jabuticabeira and its repercussions on social relations in the local territory, in order to understand the social developments and changes in community dynamics. The research, with a qualitative approach in education, was developed through semi-structured narrative interviews, documentary consultation and dialectical and historical materialism. The results indicated that there is concern about the early removal of children from their territories, weakening family ties, belonging and local identity. It is concluded that the school for the community transcends its pedagogical dimension, becoming one of the important organizing centers of social relations, which allows the construction of bonds and expansion of the school's functions as an integrating agent. Thus, the importance of the presence of schools in social structuring and community strengthening is highlighted, and Rural Education is reaffirmed as an inalienable social right, respecting the historical, social and cultural specificities of this territory.
Keywords: rural education, social function, nucleation, community relations.
Contradicciones del cierre de las escuelas rurales: la relevancia social de las escuelas para la comunidad
RESUMEN. Este artículo problematiza el cierre de escuelas rurales en el municipio de Castelo/ES, con el objetivo de discutir la función social de la escuela para la comunidad rural. El estudio de caso, resultado de una investigación sobre la creación de escuelas rurales, analiza la extinción de la Escuela Municipal Unidocente de Ensino Fundamental Jabuticabeira y sus repercusiones en las relaciones sociales en el territorio local, con el fin de comprender las consecuencias sociales y los cambios en la dinámica comunitaria. La investigación, con enfoque cualitativo en educación, se desarrolló a través de entrevistas narrativas semiestructuradas, consulta documental y materialismo histórico-dialéctico. Los resultados indicaron que existe preocupación por el retiro temprano de niñas y niños de sus territorios, debilitando los lazos familiares, la pertenencia y la identidad local. Se concluye que la escuela para la comunidad trasciende su dimensión pedagógica, constituyéndose en uno de los importantes centros organizadores de relaciones sociales, lo que permite la construcción de vínculos y la ampliación de las funciones de la escuela como agente integrador. De esta forma, se destaca la importancia de la presencia de la escuela en la estructuración social y el fortalecimiento comunitario y se reafirma la Educación Rural como un derecho social inalienable, respetando las especificidades históricas, sociales y culturales de este territorio.
Palabras clave: educación rural, función social, nucleación, relaciones comunitarias
Silêncios que ensinam, vozes que resistem: narrativas de violência na formação de sujeitos do campo
Get PDFABSTRACT. The research aims to identify and understand the forms of violence that permeate the school and university trajectories of undergraduate students in Rural Education at the Federal University of Triângulo Mineiro (UFTM), in 2024 and, subsequently, to analyze the effects that such experiences can produce in their education, based on the perceptions of the subjects themselves. The theoretical framework was based on the conceptualization of violence and its multiple dimensions, with emphasis on the moral, institutional, structural, symbolic, psychological, gender-related forms and bullying. Using a qualitative-exploratory approach, semi-structured interviews were used as the main instrument for producing data, the transcriptions of which were later carried out. The results indicate that the violence experienced is not restricted to specific episodes, but is part of a broader scenario of social and educational exclusion, marked by historical and structural inequalities. In addition to narrating precarious situations of infrastructure and violence suffered throughout their education, the statements show how these experiences impact the formation of the teacher identity. In response to this adverse context, undergraduate students demonstrate critical reflection and mobilize their experiences as a foundation for the construction of a transformative pedagogical practice, committed to valuing rural subjects, promoting social justice and confronting multiple forms of violence in the school environment.ABSTRACT. The research aims to identify and understand the forms of violence that permeate the school and university trajectories of undergraduate students in Rural Education at the Federal University of Triângulo Mineiro (UFTM), in 2024 and, subsequently, to analyze the effects that such experiences can produce in their education, based on the perceptions of the subjects themselves. The theoretical framework was based on the conceptualization of violence and its multiple dimensions, with emphasis on the moral, institutional, structural, symbolic, psychological, gender-related forms and bullying. Using a qualitative-exploratory approach, semi-structured interviews were used as the main instrument for producing data, the transcriptions of which were later carried out. The results indicate that the violence experienced is not restricted to specific episodes, but is part of a broader scenario of social and educational exclusion, marked by historical and structural inequalities. In addition to narrating precarious situations of infrastructure and violence suffered throughout their education, the statements show how these experiences impact the formation of the teacher identity. In response to this adverse context, undergraduate students demonstrate critical reflection and mobilize their experiences as a foundation for the construction of a transformative pedagogical practice, committed to valuing rural subjects, promoting social justice and confronting multiple forms of violence in the school environment.RESUMEN. La investigación tiene como objetivo identificar y comprender las formas de violencia que permean las trayectorias escolares y universitarias de estudiantes de grado en Educación Rural de la Universidad Federal del Triàngulo Mineiro (UFTM), en 2024 y, posteriormente, analizar los efectos que tales experiencias pueden producir en su formación, a partir de las percepciones de los propios sujetos. El marco teórico se basó en la conceptualización de la violencia y sus múltiples dimensiones, con énfasis en las formas morales, institucionales, estructurales, simbólicas, psicológicas, de género y de bullying. Utilizando un enfoque cualitativo-exploratorio, se utilizó como principal instrumento de producción de datos la entrevista semiestructurada, cuyas transcripciones se realizaron posteriormente. Los resultados indican que la violencia vivida no se restringe a episodios específicos, sino que se inscribe en un escenario más amplio de exclusión social y educativa, marcado por desigualdades históricas y estructurales. Además de narrar situaciones de precariedad en la infraestructura y violencia sufridas a lo largo de su formación, los testimonios resaltan cómo estas vivencias impactan en la formación de la identidad docente. Frente a este contexto adverso, estudiantes universitarios demuestran reflexión crítica y movilizan sus experiencias como fundamento para la construcción de una práctica pedagógica transformadora, comprometida con la valoración de los sujetos rurales, la promoción de la justicia social y el enfrentamiento de las múltiples formas de violencia en el ámbito escolar.ABSTRACT. The research aims to identify and understand the forms of violence that permeate the school and university trajectories of undergraduate students in Rural Education at the Federal University of Triângulo Mineiro (UFTM), in 2024 and, subsequently, to analyze the effects that such experiences can produce in their education, based on the perceptions of the subjects themselves. The theoretical framework was based on the conceptualization of violence and its multiple dimensions, with emphasis on the moral, institutional, structural, symbolic, psychological, gender-related forms and bullying. Using a qualitative-exploratory approach, semi-structured interviews were used as the main instrument for producing data, the transcriptions of which were later carried out. The results indicate that the violence experienced is not restricted to specific episodes, but is part of a broader scenario of social and educational exclusion, marked by historical and structural inequalities. In addition to narrating precarious situations of infrastructure and violence suffered throughout their education, the statements show how these experiences impact the formation of the teacher identity. In response to this adverse context, undergraduate students demonstrate critical reflection and mobilize their experiences as a foundation for the construction of a transformative pedagogical practice, committed to valuing rural subjects, promoting social justice and confronting multiple forms of violence in the school environment.A pesquisa objetiva identificar e compreender as formas de violência que atravessam a trajetória escolar e universitária de licenciandos em Educação do Campo da Universidade Federal do triângulo Mineiro (UFTM), em 2024 e, posteriormente, analisar os efeitos que tais experiências podem produzir em sua formação, a partir das percepções dos próprios sujeitos. O referencial teórico fundamentou-se na conceituação das violências e suas múltiplas dimensões, com destaque para as formas moral, institucional, estrutural, simbólica, psicológica, de gênero e o bullying. De abordagem qualitativa-exploratório, utilizou-se entrevistas semiestruturadas como principal instrumento de produção de dados, cujas transcrições foram realizadas posteriormente. Os resultados indicam que as violências experienciadas não se restringem a episódios pontuais, mas integram um cenário mais amplo de exclusão social e educacional, marcado por desigualdades históricas e estruturais. Além de narrarem situações precárias de infraestrutura e de violências sofridas aos longos de sua formação, as falas evidenciam como essas experiências impactam a constituição da identidade docente. Em resposta a esse contexto adverso, os licenciandos demonstram reflexão crítica e mobilizam suas vivências como fundamento para a construção de uma prática pedagógica transformadora, comprometida com a valorização dos sujeitos do campo, com a promoção de justiça social e com o enfrentamento das múltiplas formas de violência no espaço escolar.
Palavras-chave: Violência, Educação do Campo, Educação Básica, Formação de professores.
Silences that teach, voices that resist: narratives of violence in the formation of rural subjects
ABSTRACT. The research aims to identify and understand the forms of violence that permeate the school and university trajectories of undergraduate students in Rural Education at the Federal University of Triângulo Mineiro (UFTM), in 2024 and, subsequently, to analyze the effects that such experiences can produce in their education, based on the perceptions of the subjects themselves. The theoretical framework was based on the conceptualization of violence and its multiple dimensions, with emphasis on the moral, institutional, structural, symbolic, psychological, gender-related forms and bullying. Using a qualitative-exploratory approach, semi-structured interviews were used as the main instrument for producing data, the transcriptions of which were later carried out. The results indicate that the violence experienced is not restricted to specific episodes, but is part of a broader scenario of social and educational exclusion, marked by historical and structural inequalities. In addition to narrating precarious situations of infrastructure and violence suffered throughout their education, the statements show how these experiences impact the formation of the teacher identity. In response to this adverse context, undergraduate students demonstrate critical reflection and mobilize their experiences as a foundation for the construction of a transformative pedagogical practice, committed to valuing rural subjects, promoting social justice and confronting multiple forms of violence in the school environment.
Keywords: Violence, Rural Education, Basic Education, Teacher Training.
Silencios que enseñan, voces que resisten: narrativas de violencia en la formación de sujetos rurales
RESUMEN. La investigación tiene como objetivo identificar y comprender las formas de violencia que permean las trayectorias escolares y universitarias de estudiantes de grado en Educación Rural de la Universidad Federal del Triàngulo Mineiro (UFTM), en 2024 y, posteriormente, analizar los efectos que tales experiencias pueden producir en su formación, a partir de las percepciones de los propios sujetos. El marco teórico se basó en la conceptualización de la violencia y sus múltiples dimensiones, con énfasis en las formas morales, institucionales, estructurales, simbólicas, psicológicas, de género y de bullying. Utilizando un enfoque cualitativo-exploratorio, se utilizó como principal instrumento de producción de datos la entrevista semiestructurada, cuyas transcripciones se realizaron posteriormente. Los resultados indican que la violencia vivida no se restringe a episodios específicos, sino que se inscribe en un escenario más amplio de exclusión social y educativa, marcado por desigualdades históricas y estructurales. Además de narrar situaciones de precariedad en la infraestructura y violencia sufridas a lo largo de su formación, los testimonios resaltan cómo estas vivencias impactan en la formación de la identidad docente. Frente a este contexto adverso, estudiantes universitarios demuestran reflexión crítica y movilizan sus experiencias como fundamento para la construcción de una práctica pedagógica transformadora, comprometida con la valoración de los sujetos rurales, la promoción de la justicia social y el enfrentamiento de las múltiples formas de violencia en el ámbito escolar.
Palabras clave: Violencia, Educación Rural, Educación Básica, Formación Docente
A infância do lugar: o território como matriz formativa de educadores da educação infantil do campo
Get PDFABSTRACT. In recognition of the fundamental role that rural educators play in the education of rural children aged 0 to 5 years, this article aims to discuss the importance of territory as a matrix for the continuing education of Childhood Education of the Field educators. The research, which adopts a qualitative approach from the perspective of participatory research, used questionnaires and Epistemological Circles as research tools. Seventeen educators working in public rural schools in the city of Feira de Santana and twelve children aged between 3 and 5 years, enrolled in an exclusive Early Childhood Education school for rural children, participated in the study. The results highlighted the importance of territory as a formative matrix for educators, viewing the rural area as a place for the realization of rural children's territorial identity, which should be part of the children's training proposals promoted for Childhood Education of the Field educators. The educators emphasized the importance of listening to children as the primary means of engaging with the community’s life, enabling them to understand the reality, experiences, needs, and interests of rural childhoods, thus allowing for a better understanding and planning of pedagogical work.ABSTRACT. In recognition of the fundamental role that rural educators play in the education of rural children aged 0 to 5 years, this article aims to discuss the importance of territory as a matrix for the continuing education of Childhood Education of the Field educators. The research, which adopts a qualitative approach from the perspective of participatory research, used questionnaires and Epistemological Circles as research tools. Seventeen educators working in public rural schools in the city of Feira de Santana and twelve children aged between 3 and 5 years, enrolled in an exclusive Early Childhood Education school for rural children, participated in the study. The results highlighted the importance of territory as a formative matrix for educators, viewing the rural area as a place for the realization of rural children's territorial identity, which should be part of the children's training proposals promoted for Childhood Education of the Field educators. The educators emphasized the importance of listening to children as the primary means of engaging with the community’s life, enabling them to understand the reality, experiences, needs, and interests of rural childhoods, thus allowing for a better understanding and planning of pedagogical work.
Keywords: territory, continuing education, Childhood Education of the Field.RESUMEN. En reconocimiento al papel fundamental que el educador rural desempeña en la formación de los niños campesinos de 0 a 5 años, este artículo tiene como objetivo discutir la importancia del territorio como una matriz de formación continua para los educadores de la Educación Infantil en el Campo (EIC). La investigación, con enfoque cualitativo, en la perspectiva de la investigación participativa, utilizó cuestionarios y Círculos Epistemológicos como dispositivos de investigación. Participaron en la investigación 17 educadoras que trabajan en la Educación Infantil, en escuelas rurales públicas del municipio de Feira de Santana, y 12 niños de entre 3 y 5 años, que estudian en una escuela exclusiva de Educación Infantil en el campo. Los resultados de la investigación señalaron la importancia del territorio como una matriz formativa docente, viendo el campo como un lugar para la efectivización de la identidad territorial campesina infantil, que debe integrar las propuestas formativas infantiles promovidas para los educadores de EIC. Las educadoras destacaron la importancia de escuchar a los niños como el principal medio para acercarse a la vida de la comunidad, lo que les permitió conocer la realidad de la infancia campesina, sus vivencias, necesidades e intereses, posibilitando conocerlas y comprenderlas para planificar mejor el trabajo pedagógico.
Palabras clave: territorio, formación continua, Educación Infantil en el campo.ABSTRACT. In recognition of the fundamental role that rural educators play in the education of rural children aged 0 to 5 years, this article aims to discuss the importance of territory as a matrix for the continuing education of Childhood Education of the Field educators. The research, which adopts a qualitative approach from the perspective of participatory research, used questionnaires and Epistemological Circles as research tools. Seventeen educators working in public rural schools in the city of Feira de Santana and twelve children aged between 3 and 5 years, enrolled in an exclusive Early Childhood Education school for rural children, participated in the study. The results highlighted the importance of territory as a formative matrix for educators, viewing the rural area as a place for the realization of rural children's territorial identity, which should be part of the children's training proposals promoted for Childhood Education of the Field educators. The educators emphasized the importance of listening to children as the primary means of engaging with the community’s life, enabling them to understand the reality, experiences, needs, and interests of rural childhoods, thus allowing for a better understanding and planning of pedagogical work.Em reconhecimento ao papel fundamental que o educador do campo ocupa para a formação das crianças camponesas de 0 a 5 anos, este artigo tem o objetivo de discutir a importância do território como uma matriz de formação continuada de educadores da Educação Infantil do Campo (EIC). O estudo de abordagem qualitativa, na perspectiva da pesquisa participante, teve como dispositivos questionário e Círculos Epistemológicos. Participaram da pesquisa 17 educadoras que atuam na Educação Infantil, em escolas do campo da rede pública do município de Feira de Santana e 12 crianças com idades entre 3 e 5 anos, que estudam em uma escola exclusiva de Educação Infantil do Campo. Os resultados da pesquisa apontaram para a importância do território como uma matriz formativa docente, enxergando o campo como lugar de efetivação da identidade territorial camponesa infantil, que deve integrar as propostas formativas infantis promovidas para educadores da EIC. As educadoras evidenciaram a importância da escuta às crianças como via principal para debruçar-se sobre a vida da comunidade, permitindo-lhes conhecer a realidade das infâncias camponesas, vivências, necessidades e interesses, possibilitando conhecê-las e compreendê-las para melhor planejar o trabalho pedagógico.
Palavras-chave: território, formação continuada, Educação Infantil do Campo.
The Childhood of the Place: Territory as a Formative Matrix for Childhood Education of the Field Educators
ABSTRACT. In recognition of the fundamental role that rural educators play in the education of rural children aged 0 to 5 years, this article aims to discuss the importance of territory as a matrix for the continuing education of Childhood Education of the Field educators. The research, which adopts a qualitative approach from the perspective of participatory research, used questionnaires and Epistemological Circles as research tools. Seventeen educators working in public rural schools in the city of Feira de Santana and twelve children aged between 3 and 5 years, enrolled in an exclusive Early Childhood Education school for rural children, participated in the study. The results highlighted the importance of territory as a formative matrix for educators, viewing the rural area as a place for the realization of rural children's territorial identity, which should be part of the children's training proposals promoted for Childhood Education of the Field educators. The educators emphasized the importance of listening to children as the primary means of engaging with the community’s life, enabling them to understand the reality, experiences, needs, and interests of rural childhoods, thus allowing for a better understanding and planning of pedagogical work.
Keywords: territory, continuing education, Childhood Education of the Field.
La infancia del lugar: el territorio como matriz formativa de los educadores de la educación infantil en el campo
RESUMEN. En reconocimiento al papel fundamental que el educador rural desempeña en la formación de los niños campesinos de 0 a 5 años, este artículo tiene como objetivo discutir la importancia del territorio como una matriz de formación continua para los educadores de la Educación Infantil en el Campo (EIC). La investigación, con enfoque cualitativo, en la perspectiva de la investigación participativa, utilizó cuestionarios y Círculos Epistemológicos como dispositivos de investigación. Participaron en la investigación 17 educadoras que trabajan en la Educación Infantil, en escuelas rurales públicas del municipio de Feira de Santana, y 12 niños de entre 3 y 5 años, que estudian en una escuela exclusiva de Educación Infantil en el campo. Los resultados de la investigación señalaron la importancia del territorio como una matriz formativa docente, viendo el campo como un lugar para la efectivización de la identidad territorial campesina infantil, que debe integrar las propuestas formativas infantiles promovidas para los educadores de EIC. Las educadoras destacaron la importancia de escuchar a los niños como el principal medio para acercarse a la vida de la comunidad, lo que les permitió conocer la realidad de la infancia campesina, sus vivencias, necesidades e intereses, posibilitando conocerlas y comprenderlas para planificar mejor el trabajo pedagógico.
Palabras clave: territorio, formación continua, Educación Infantil en el campo
Entre o rio e a sala de aula: a Educação do Campo como instrumento de inclusão e formação crítica de ribeirinhos na Amazônia
Get PDFABSTRACT. The article discusses the role of Rural Education as a tool for social inclusion in riverside communities, focusing on the community of Mapiraí de Baixo. The research highlights how this educational modality respects and values local knowledge, contributing to the critical and civic formation of students, promoting social belonging, and addressing inequalities. It emphasizes that Rural Education, built upon the struggles of social movements, seeks to train teachers committed to their communities and territorial realities, going beyond traditional teaching and confronting the impacts of development projects in the Amazon, such as the Tucuruí Hydroelectric Plant and the Araguaia-Tocantins Waterway. The study’s participants were three riverside dwellers who graduated in Rural Education and currently live in Mapiraí de Baixo, in the interior of Cametá. Data were collected through semi-structured interviews conducted within the community itself, in locations chosen by the interviewees, such as their homes or work environments, including the river or the forest. The participants chose to remain anonymous but collaborated with the research due to their recognition of its relevance. The methodology used was Discourse Analysis (DA), which allows for the interpretation not only of what is said but also of the meanings produced in the subtext and within the subjects’ sociocultural contexts. The text presents an analysis of three discourse excerpts from interviews with graduates of the Rural Education degree program, aiming to understand the meanings they attribute to the education they received. Thus, the statements of the three participants demonstrate that Rural Education not only promotes access to higher education but also fosters critical awareness, identity appreciation, and the strengthening of riverside communities.ABSTRACT. The article discusses the role of Rural Education as a tool for social inclusion in riverside communities, focusing on the community of Mapiraí de Baixo. The research highlights how this educational modality respects and values local knowledge, contributing to the critical and civic formation of students, promoting social belonging, and addressing inequalities. It emphasizes that Rural Education, built upon the struggles of social movements, seeks to train teachers committed to their communities and territorial realities, going beyond traditional teaching and confronting the impacts of development projects in the Amazon, such as the Tucuruí Hydroelectric Plant and the Araguaia-Tocantins Waterway. The study’s participants were three riverside dwellers who graduated in Rural Education and currently live in Mapiraí de Baixo, in the interior of Cametá. Data were collected through semi-structured interviews conducted within the community itself, in locations chosen by the interviewees, such as their homes or work environments, including the river or the forest. The participants chose to remain anonymous but collaborated with the research due to their recognition of its relevance. The methodology used was Discourse Analysis (DA), which allows for the interpretation not only of what is said but also of the meanings produced in the subtext and within the subjects’ sociocultural contexts. The text presents an analysis of three discourse excerpts from interviews with graduates of the Rural Education degree program, aiming to understand the meanings they attribute to the education they received. Thus, the statements of the three participants demonstrate that Rural Education not only promotes access to higher education but also fosters critical awareness, identity appreciation, and the strengthening of riverside communities.RESUMEN. Este artículo analiza el papel de la educación rural como herramienta de inclusión social en las comunidades ribereñas, centrándose en la comunidad de Mapiraí de Baixo. La investigación destaca cómo este tipo de educación respeta y valora el conocimiento local, contribuyendo a la formación crítica y cívica de los alumnos, promoviendo la pertenencia social y combatiendo las desigualdades. Destaca que la educación rural, construida a partir de las luchas de los movimientos sociales, busca formar profesores comprometidos con sus comunidades y realidades territoriales, yendo más allá de la enseñanza tradicional y enfrentando los impactos de los proyectos de desarrollo en la Amazonia, como la Usina Tucuruí y la Hidrovía Araguaia-Tocantins. Los sujetos del estudio fueron tres ribereños formados en educación rural, residentes en Mapiraí de Baixo, en el interior de Cametá. Los datos se recogieron mediante entrevistas semiestructuradas realizadas en la propia comunidad, en lugares elegidos por los entrevistados, como sus casas o entornos de trabajo, como el río o el bosque. Los participantes optaron por el anonimato, pero colaboraron con la investigación porque reconocieron su relevancia. La metodología adoptada fue el Análisis del Discurso (AD), que permite interpretar no sólo lo que se dice, sino también los significados producidos entre líneas y en el contexto sociocultural de los sujetos. El texto analiza tres recortes discursivos de entrevistas realizadas a graduados del curso de Licenciatura en Educación Rural, con el objetivo de comprender los significados atribuidos por ellos a la formación recibida. Así, los discursos de los tres sujetos muestran que la Educación Rural no sólo promueve el acceso a la universidad, sino que también fomenta la conciencia crítica, la valorización de las identidades y el fortalecimiento de las comunidades ribereñas.ABSTRACT. The article discusses the role of Rural Education as a tool for social inclusion in riverside communities, focusing on the community of Mapiraí de Baixo. The research highlights how this educational modality respects and values local knowledge, contributing to the critical and civic formation of students, promoting social belonging, and addressing inequalities. It emphasizes that Rural Education, built upon the struggles of social movements, seeks to train teachers committed to their communities and territorial realities, going beyond traditional teaching and confronting the impacts of development projects in the Amazon, such as the Tucuruí Hydroelectric Plant and the Araguaia-Tocantins Waterway. The study’s participants were three riverside dwellers who graduated in Rural Education and currently live in Mapiraí de Baixo, in the interior of Cametá. Data were collected through semi-structured interviews conducted within the community itself, in locations chosen by the interviewees, such as their homes or work environments, including the river or the forest. The participants chose to remain anonymous but collaborated with the research due to their recognition of its relevance. The methodology used was Discourse Analysis (DA), which allows for the interpretation not only of what is said but also of the meanings produced in the subtext and within the subjects’ sociocultural contexts. The text presents an analysis of three discourse excerpts from interviews with graduates of the Rural Education degree program, aiming to understand the meanings they attribute to the education they received. Thus, the statements of the three participants demonstrate that Rural Education not only promotes access to higher education but also fosters critical awareness, identity appreciation, and the strengthening of riverside communities.O artigo discute o papel da Educação do Campo como ferramenta de inclusão social para comunidades ribeirinhas, com foco na comunidade de Mapiraí de Baixo. A pesquisa ressalta como essa modalidade educacional respeita e valoriza os saberes locais, contribuindo para a formação crítica e cidadã dos alunos, promovendo o pertencimento social e combatendo as desigualdades. Destaca-se que a Educação do Campo, construída a partir das lutas dos movimentos sociais, busca formar professores comprometidos com suas comunidades e realidades territoriais, indo além da docência tradicional e enfrentando os impactos de projetos desenvolvimentistas na Amazônia, como a Usina de Tucuruí e a Hidrovia Araguaia-Tocantins. O estudo teve como sujeitos três ribeirinhos formados em Educação do Campo, residentes em Mapiraí de Baixo, interior de Cametá. Os dados foram coletados por meio de entrevistas semiestruturadas realizadas na própria comunidade, em locais escolhidos pelos entrevistados, como suas casas ou ambientes de trabalho, como o rio ou a mata. Os participantes optaram por manter o anonimato, mas colaboraram com a pesquisa por reconhecerem sua relevância. A metodologia adotada foi a Análise do Discurso (AD), que permite interpretar não apenas do que é dito, mas também os sentidos produzidos nas entrelinhas e no contexto sociocultural dos sujeitos. O texto apresenta a análise de três recortes discursivos de entrevistas com egressos do curso de Licenciatura em Educação do Campo, com o objetivo de compreender os sentidos atribuídos por eles à formação recebida. Assim, os discursos dos três sujeitos evidenciam que a Educação do Campo não apenas promove o acesso à universidade, mas também fomenta consciência crítica, valorização das identidades e fortalecimento das comunidades ribeirinhas.
Palavras-chave: Educação do campo, discurso, comunidades ribeirinhas.
Between the river and the classroom: Rural Education as an instrument for inclusion and critical thinking among riverside communities in the Amazon
ABSTRACT. The article discusses the role of Rural Education as a tool for social inclusion in riverside communities, focusing on the community of Mapiraí de Baixo. The research highlights how this educational modality respects and values local knowledge, contributing to the critical and civic formation of students, promoting social belonging, and addressing inequalities. It emphasizes that Rural Education, built upon the struggles of social movements, seeks to train teachers committed to their communities and territorial realities, going beyond traditional teaching and confronting the impacts of development projects in the Amazon, such as the Tucuruí Hydroelectric Plant and the Araguaia-Tocantins Waterway. The study’s participants were three riverside dwellers who graduated in Rural Education and currently live in Mapiraí de Baixo, in the interior of Cametá. Data were collected through semi-structured interviews conducted within the community itself, in locations chosen by the interviewees, such as their homes or work environments, including the river or the forest. The participants chose to remain anonymous but collaborated with the research due to their recognition of its relevance. The methodology used was Discourse Analysis (DA), which allows for the interpretation not only of what is said but also of the meanings produced in the subtext and within the subjects’ sociocultural contexts. The text presents an analysis of three discourse excerpts from interviews with graduates of the Rural Education degree program, aiming to understand the meanings they attribute to the education they received. Thus, the statements of the three participants demonstrate that Rural Education not only promotes access to higher education but also fosters critical awareness, identity appreciation, and the strengthening of riverside communities.
Keywords: Rural education, speech, riverside communities.
Entre el río y el aula: La educación rural como instrumento de inclusión y pensamiento crítico entre comunidades ribereñas de la Amazonía
RESUMEN. Este artículo analiza el papel de la educación rural como herramienta de inclusión social en las comunidades ribereñas, centrándose en la comunidad de Mapiraí de Baixo. La investigación destaca cómo este tipo de educación respeta y valora el conocimiento local, contribuyendo a la formación crítica y cívica de los alumnos, promoviendo la pertenencia social y combatiendo las desigualdades. Destaca que la educación rural, construida a partir de las luchas de los movimientos sociales, busca formar profesores comprometidos con sus comunidades y realidades territoriales, yendo más allá de la enseñanza tradicional y enfrentando los impactos de los proyectos de desarrollo en la Amazonia, como la Usina Tucuruí y la Hidrovía Araguaia-Tocantins. Los sujetos del estudio fueron tres ribereños formados en educación rural, residentes en Mapiraí de Baixo, en el interior de Cametá. Los datos se recogieron mediante entrevistas semiestructuradas realizadas en la propia comunidad, en lugares elegidos por los entrevistados, como sus casas o entornos de trabajo, como el río o el bosque. Los participantes optaron por el anonimato, pero colaboraron con la investigación porque reconocieron su relevancia. La metodología adoptada fue el Análisis del Discurso (AD), que permite interpretar no sólo lo que se dice, sino también los significados producidos entre líneas y en el contexto sociocultural de los sujetos. El texto analiza tres recortes discursivos de entrevistas realizadas a graduados del curso de Licenciatura en Educación Rural, con el objetivo de comprender los significados atribuidos por ellos a la formación recibida. Así, los discursos de los tres sujetos muestran que la Educación Rural no sólo promueve el acceso a la universidad, sino que también fomenta la conciencia crítica, la valorización de las identidades y el fortalecimiento de las comunidades ribereñas.
Palabras clave: Educación rural, discurso, comunidades ribereñas