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Educação do Campo: Impactos da nucleação e do transporte escolar na garantia de acesso à educação
Get PDFABSTRACT. This article examines rural education in Brazil, highlighting the difficulties faced due to inadequate infrastructure and a lack of resources, which affect the quality of education. The aim was to understand how public policy on school transportation in Pará has been portrayed in the literature. The methodology is qualitative, with an emphasis on document analysis of norms and policies related to school transportation, with a time frame between 2009 and 2023. Relevant dissertations and documents were analyzed in order to identify gaps and challenges in the implementation of public policies. The study reveals that, despite the Caminho da Escola and PNATE programs, there are inequalities in the distribution of resources and persistent problems in transport infrastructure, such as scrapping of vehicles, lack of logistics on the route and compliance with legislation. In view of this, we highlight the need for a collaborative approach to ensure educational equality in all localities in the state of Pará.ABSTRACT. This article examines rural education in Brazil, highlighting the difficulties faced due to inadequate infrastructure and a lack of resources, which affect the quality of education. The aim was to understand how public policy on school transportation in Pará has been portrayed in the literature. The methodology is qualitative, with an emphasis on document analysis of norms and policies related to school transportation, with a time frame between 2009 and 2023. Relevant dissertations and documents were analyzed in order to identify gaps and challenges in the implementation of public policies. The study reveals that, despite the Caminho da Escola and PNATE programs, there are inequalities in the distribution of resources and persistent problems in transport infrastructure, such as scrapping of vehicles, lack of logistics on the route and compliance with legislation. In view of this, we highlight the need for a collaborative approach to ensure educational equality in all localities in the state of Pará.RESUMEN. Este artículo examina la educación rural en Brasil, destacando las dificultades enfrentadas debido a la insuficiencia de infraestructuras y a la falta de recursos, que afectan a la calidad de la enseñanza. El objetivo fue entender cómo la política pública de transporte escolar en Pará ha sido retratada en la literatura. La metodología es cualitativa, con énfasis en el análisis documental de normas y políticas relacionadas con el transporte escolar, con un marco temporal entre 2009 y 2023. Se analizaron disertaciones y documentos relevantes para identificar lagunas y desafíos en la implementación de las políticas públicas. El estudio revela que, a pesar de los programas Caminho da Escola y PNATE, existen desigualdades en la distribución de los recursos y problemas persistentes en la infraestructura de transporte, como el desguace de vehículos, la falta de logística en la ruta y el cumplimiento de la legislación. En vista de ello, destacamos la necesidad de un enfoque colaborativo para garantizar la igualdad educativa en todas las localidades del estado de Pará.ABSTRACT. This article examines rural education in Brazil, highlighting the difficulties faced due to inadequate infrastructure and a lack of resources, which affect the quality of education. The aim was to understand how public policy on school transportation in Pará has been portrayed in the literature. The methodology is qualitative, with an emphasis on document analysis of norms and policies related to school transportation, with a time frame between 2009 and 2023. Relevant dissertations and documents were analyzed in order to identify gaps and challenges in the implementation of public policies. The study reveals that, despite the Caminho da Escola and PNATE programs, there are inequalities in the distribution of resources and persistent problems in transport infrastructure, such as scrapping of vehicles, lack of logistics on the route and compliance with legislation. In view of this, we highlight the need for a collaborative approach to ensure educational equality in all localities in the state of Pará.Este artigo examina a educação do campo no Brasil, destacando as dificuldades enfrentadas devido à infraestrutura inadequada e a escassez de recursos, que afetam a qualidade da educação. O objetivo foi compreender como a política pública de transporte escolar no Pará vem sendo retratada na literatura. A metodologia é qualitativa, com ênfase na análise documental de normas e políticas relacionadas ao transporte escolar, com um recorte temporal entre 2009 e 2023. Foram analisadas dissertações e documentos relevantes a fim de identificar as lacunas e desafios na implementação das políticas públicas. O estudo revela que, apesar dos programas Caminho da Escola e PNATE, há desigualdades na distribuição de recursos e problemas persistentes na infraestrutura do transporte, tais como: sucateamentos dos veículos, falta de logística na rota e cumprimento da legislação. Em face disso, destacamos a necessidade de uma abordagem colaborativa para garantir a igualdade educacional em todas as localidades do estado paraense.
Palavras-chave: educação do campo, transporte escolar, Pará.
Rural Education: Impacts of nucleation and school transportation on guaranteed access to education
ABSTRACT. This article examines rural education in Brazil, highlighting the difficulties faced due to inadequate infrastructure and a lack of resources, which affect the quality of education. The aim was to understand how public policy on school transportation in Pará has been portrayed in the literature. The methodology is qualitative, with an emphasis on document analysis of norms and policies related to school transportation, with a time frame between 2009 and 2023. Relevant dissertations and documents were analyzed in order to identify gaps and challenges in the implementation of public policies. The study reveals that, despite the Caminho da Escola and PNATE programs, there are inequalities in the distribution of resources and persistent problems in transport infrastructure, such as scrapping of vehicles, lack of logistics on the route and compliance with legislation. In view of this, we highlight the need for a collaborative approach to ensure educational equality in all localities in the state of Pará.
Keywords: rural education, school transportation, Pará.
Educación rural: repercusiones de la nucleación y el transporte escolar en el acceso garantizado a la educación
RESUMEN. Este artículo examina la educación rural en Brasil, destacando las dificultades enfrentadas debido a la insuficiencia de infraestructuras y a la falta de recursos, que afectan a la calidad de la enseñanza. El objetivo fue entender cómo la política pública de transporte escolar en Pará ha sido retratada en la literatura. La metodología es cualitativa, con énfasis en el análisis documental de normas y políticas relacionadas con el transporte escolar, con un marco temporal entre 2009 y 2023. Se analizaron disertaciones y documentos relevantes para identificar lagunas y desafíos en la implementación de las políticas públicas. El estudio revela que, a pesar de los programas Caminho da Escola y PNATE, existen desigualdades en la distribución de los recursos y problemas persistentes en la infraestructura de transporte, como el desguace de vehículos, la falta de logística en la ruta y el cumplimiento de la legislación. En vista de ello, destacamos la necesidad de un enfoque colaborativo para garantizar la igualdad educativa en todas las localidades del estado de Pará.
Palabras clave: educación rural, transporte escolar, Pará
Mulheres rurais em luta: uma perspectiva autoetnográfica sobre a vida cotidiana
Get PDFABSTRACT. The present work proposed an investigation into rural women and their everyday struggles, placing the territory and gender in perspective. To achieve this, autoethnography was employed, focusing on the experiences and narratives involving the personal, cultural, and the author's position to synthesize and problematize important processes related to the lives of rural women. In the discussions conducted, analyses were included regarding the identity of Brazilian rural women, their daily lives, the burden on women, the role of care, and social rights, before entering into the debate on politicized movements with a focus on the Marcha das Margaridas (March of the Daisies), bringing forth the dimension that speaks about the struggle of individual and collective subjects. Through this approach, it was possible to observe that the struggle is not limited to politicized social movements but extends significantly into everyday life. However, the mobilizations of these movements play a crucial role in transforming the reality of these women – in dialogue with everyday life.ABSTRACT. The present work proposed an investigation into rural women and their everyday struggles, placing the territory and gender in perspective. To achieve this, autoethnography was employed, focusing on the experiences and narratives involving the personal, cultural, and the author's position to synthesize and problematize important processes related to the lives of rural women. In the discussions conducted, analyses were included regarding the identity of Brazilian rural women, their daily lives, the burden on women, the role of care, and social rights, before entering into the debate on politicized movements with a focus on the Marcha das Margaridas (March of the Daisies), bringing forth the dimension that speaks about the struggle of individual and collective subjects. Through this approach, it was possible to observe that the struggle is not limited to politicized social movements but extends significantly into everyday life. However, the mobilizations of these movements play a crucial role in transforming the reality of these women – in dialogue with everyday life.RESUMEN. El presente trabajo propuso una investigación sobre las mujeres rurales y sus luchas cotidianas, poniendo en perspectiva el territorio y el género. Para ello, se utilizó la autoetnografía, enfocándose en las experiencias y narrativas que involucran lo personal, lo cultural y la posición de la autora, con el fin de sintetizar y problematizar procesos importantes que se relacionan con las vidas de las mujeres rurales. En las discusiones realizadas, se incluyeron análisis sobre la identidad de las mujeres rurales brasileñas, su día a día, la sobrecarga de la mujer, el papel del cuidado y los derechos sociales, antes de adentrarse en el debate sobre el movimiento politizado con un enfoque en la Marcha das Margaridas (Marcha de las Margaritas), trayendo la dimensión de la lucha de los sujetos individuales y colectivos. De esta manera, fue posible constatar que la lucha no se limita a los movimientos sociales politizados, sino que se extiende significativamente a la vida cotidiana. Sin embargo, las movilizaciones de estos movimientos desempeñan un papel crucial en la transformación de la realidad de estas mujeres, en diálogo con la vida cotidiana.ABSTRACT. The present work proposed an investigation into rural women and their everyday struggles, placing the territory and gender in perspective. To achieve this, autoethnography was employed, focusing on the experiences and narratives involving the personal, cultural, and the author's position to synthesize and problematize important processes related to the lives of rural women. In the discussions conducted, analyses were included regarding the identity of Brazilian rural women, their daily lives, the burden on women, the role of care, and social rights, before entering into the debate on politicized movements with a focus on the Marcha das Margaridas (March of the Daisies), bringing forth the dimension that speaks about the struggle of individual and collective subjects. Through this approach, it was possible to observe that the struggle is not limited to politicized social movements but extends significantly into everyday life. However, the mobilizations of these movements play a crucial role in transforming the reality of these women – in dialogue with everyday life.O presente trabalho propôs uma investigação sobre as mulheres rurais e suas lutas cotidianas, colocando o território e gênero em perspectiva. Para isso, utilizou-se a autoetnografia, focalizando as experiências e narrativas que envolvem o pessoal, cultural e a posição da autora, a fim de sintetizar e problematizar processos importantes que dizem das vidas de mulheres rurais. Nas discussões realizadas, foram contempladas análises sobre a identidade das mulheres rurais brasileiras, o seu dia a dia, a sobrecarga da mulher, o papel do cuidado e os direitos sociais, antes de adentrar no debate sobre o movimento politizado com enfoque na Marcha das Margaridas, trazendo a dimensão que diz da luta dos sujeitos individuais e coletivos. Dessa forma, foi possível constatar que a luta não se limita aos movimentos sociais politizados, estendendo-se significativamente ao cotidiano. Todavia, as mobilizações desses movimentos desempenham um papel crucial na transformação da realidade dessas mulheres – em diálogo com a vida de todo o dia.
Palavras-chave: identidade de gênero, trabalhadores rurais, contexto social, assistência pública, terapia ocupacional.
Rural women in struggle: an autoethnographic perspective on everyday life
ABSTRACT. The present work proposed an investigation into rural women and their everyday struggles, placing the territory and gender in perspective. To achieve this, autoethnography was employed, focusing on the experiences and narratives involving the personal, cultural, and the author's position to synthesize and problematize important processes related to the lives of rural women. In the discussions conducted, analyses were included regarding the identity of Brazilian rural women, their daily lives, the burden on women, the role of care, and social rights, before entering into the debate on politicized movements with a focus on the Marcha das Margaridas (March of the Daisies), bringing forth the dimension that speaks about the struggle of individual and collective subjects. Through this approach, it was possible to observe that the struggle is not limited to politicized social movements but extends significantly into everyday life. However, the mobilizations of these movements play a crucial role in transforming the reality of these women – in dialogue with everyday life.
Keywords: gender identity, rural workers, social environment, public assistance, occupational therapy.
Mujeres rurales en lucha: Una perspectiva autoetnográfica sobre la vida cotidiana
RESUMEN. El presente trabajo propuso una investigación sobre las mujeres rurales y sus luchas cotidianas, poniendo en perspectiva el territorio y el género. Para ello, se utilizó la autoetnografía, enfocándose en las experiencias y narrativas que involucran lo personal, lo cultural y la posición de la autora, con el fin de sintetizar y problematizar procesos importantes que se relacionan con las vidas de las mujeres rurales. En las discusiones realizadas, se incluyeron análisis sobre la identidad de las mujeres rurales brasileñas, su día a día, la sobrecarga de la mujer, el papel del cuidado y los derechos sociales, antes de adentrarse en el debate sobre el movimiento politizado con un enfoque en la Marcha das Margaridas (Marcha de las Margaritas), trayendo la dimensión de la lucha de los sujetos individuales y colectivos. De esta manera, fue posible constatar que la lucha no se limita a los movimientos sociales politizados, sino que se extiende significativamente a la vida cotidiana. Sin embargo, las movilizaciones de estos movimientos desempeñan un papel crucial en la transformación de la realidad de estas mujeres, en diálogo con la vida cotidiana.
Palabras clave: identidad de género, trabajadores rurales, medio social, asistencia pública, terapia ocupacional
O SILÊNCIO QUE GRITA: UMA ANÁLISE DO SILENCIAMENTO DOS TERMOS RELATIVOS À ORIENTAÇÃO SEXUAL NA TERCEIRA VERSÃO DA BNCC
Get PDFThis study seeks to understand, by analysing the removal of passages referring to sexual orientation in the latest edition of the BNCC, how silencing operates in the official documentation of Brazilian education. Based on Eni Orlandi's (2007) theorisations about silence for Discourse Analysis, we analysed the meaning effects caused by this removal, understanding the latest publication of the BNCC as a discursive event, since it reverberates in the production of other documents such as the Tocantins Curriculum Documentation (DCT). In the end, we will reflect on the socio-historical situation of Brazilian education in relation to policies to reduce prejudice.Este estudo busca compreender, a partir da análise da retirada de trechos referentes a orientação sexual na última edição da BNCC, como o silenciamento opera nas documentações oficiais da educação brasileira. Partindo das teorizações de Eni Orlandi (2007) a respeito do silêncio para a Análise do Discurso, analisamos os efeitos de sentido provocados por essa retirada, entendendo a última publicação da BNCC enquanto acontecimento discursivo, pois reverbera na produção de outros documentos como a Documentação Curricular do Tocantins (DCT). Assim, promove-se, ao final, uma reflexão acerca da situação sócio-histórica da educação brasileira com relação às políticas de diminuição de preconceito
SANEAMENTO BÁSICO E AS PAISAGENS DOS IGARAPÉS NA CIDADE DE TUCURUÍ - PARÁ: desafios cotidianos enfrentados pela comunidade Sapolândia
Get PDFThe Sapolândia community, located in the municipality of Tucuruí, in the state of Pará, exemplifies the socio-environmental disparities and lack of infrastructure that plague many Brazilian contexts. In general, the objective is to identify the impacts resulting from the absence of basic sanitation in the Sapolândia community and the environmental challenges faced by residents due to the lack of adequate infrastructure. The research conducted in this study is classified as qualitative, as its objective is to understand the perceptions and meanings attributed by community members to the problem of the unavailability of basic sanitation services and their impacts on the health and quality of life of residents. The qualitative approach was selected because it allows for a more in-depth analysis of the experiences and realities of the subjects involved, being an appropriate methodology for exploratory and descriptive studies, as seen in Gil (2002). It is clear that the lack of investment in infrastructure not only worsens residents' living conditions, but also exposes them to environmental and health risks. The lack of an adequate basic sanitation system in the Sapolândia community is one of the main challenges faced, directly impacting the health and quality of life of its residents. Access to drinking water is restricted and hygiene conditions are poor due to the lack of sewage networks, adequate waste collection systems, and urban drainage.A comunidade Sapolândia, localizada no município de Tucuruí, no estado do Pará, exemplifica as disparidades socioambientais e a carência de infraestrutura que assolam múltiplos contextos brasileiros. De maneira geral, o objetivo é identificar os impactos decorrentes da ausência de saneamento básico na comunidade Sapolândia e os desafios ambientais enfrentados pelos moradores devido à carência de infraestrutura adequada. A pesquisa realizada neste estudo é classificada como qualitativa, pois seu objetivo é compreender as percepções e os significados atribuídos pelos membros da comunidade à problemática da indisponibilidade dos serviços de saneamento básico e seus impactos na saúde e na qualidade de vida dos moradores. A abordagem qualitativa foi selecionada por permitir uma análise mais profunda das experiências e realidades dos sujeitos envolvidos, sendo uma metodologia adequada para estudos exploratórios e descritivos, conforme visto em Gil (2002). Constata-se que a ausência de investimentos em infraestrutura não só agrava as condições de vida dos moradores, como também os expõe a riscos ambientais e sanitários. A falta de um sistema adequado de saneamento básico na comunidade Sapolândia é um dos principais desafios enfrentados, impactando diretamente a saúde e a qualidade de vida de seus indivíduos. O acesso à água potável é restrito e as condições de higiene são precárias, devido à inexistência de redes de esgoto, de sistemas adequados de coleta de resíduos e de drenagem urbana
Formação de educadores no MST no contexto do estado do Espírito Santo
Get PDFABSTRACT. This article is part of a doctoral research project that aims to present the trajectory of the largest social movement in Latin America, regarding the training processes of educators who work in the areas of camps and settlements of Agrarian Reform in the context of the State of Espírito Santo – ES. Based on Paulo Freire and Bakhtin, it focuses on narratives from a semi-structured interview conducted with five people who, in the 1980s in the Espírito Santo territory, dared to design an education project that considered the issues relevant to the lives of rural subjects. When recalling the trajectory of the Landless Rural Workers' Movement – MST, with emphasis on education and educator training, it is clear that land and education are inseparable from the historical trajectory of the Movement. Through narratives, it is evident that the collective subjects that form the MST (Landless Workers' Movement) materialized what we now conceive of as Education in the Countryside, weaving trajectories of collective struggle that were fundamental in the construction of public policy that addresses the countryside and its subjects.ABSTRACT. This article is part of a doctoral research project that aims to present the trajectory of the largest social movement in Latin America, regarding the training processes of educators who work in the areas of camps and settlements of Agrarian Reform in the context of the State of Espírito Santo – ES. Based on Paulo Freire and Bakhtin, it focuses on narratives from a semi-structured interview conducted with five people who, in the 1980s in the Espírito Santo territory, dared to design an education project that considered the issues relevant to the lives of rural subjects. When recalling the trajectory of the Landless Rural Workers' Movement – MST, with emphasis on education and educator training, it is clear that land and education are inseparable from the historical trajectory of the Movement. Through narratives, it is evident that the collective subjects that form the MST (Landless Workers' Movement) materialized what we now conceive of as Education in the Countryside, weaving trajectories of collective struggle that were fundamental in the construction of public policy that addresses the countryside and its subjects.RESUMEN. Este artículo integra la investigación realizada durante el doctorado y objetiva presentar la trayectoria del mayor movimiento social de Latinoamérica, sobre los procesos formativos de los educadores que actúan en campamentos y asentamientos de reforma agraria en el contexto del estado del Espírito Santo. Basado en Paulo Freire y Bakhtin, éste se centra en narrativas provenientes de una entrevista semiestructurada con cinco personas que en la década de 1980 en suelo capixaba se osaron construir el proyecto de educación que considerara las cuestiones pertinentes a la vida de los sujetos del campo. Se rememora la trayectoria del Movimiento de los Trabajadores Rurales Sin Tierra – MST, haciendo hincapié en la educación y formación de los educadores, se entiende que tierra y educación no se apartan de la trayectoria histórica del movimiento. Según las narrativas, se evidencia que los sujetos colectivos que conforman el MST se materializaron en lo que hoy concebimos como Educación del Campo, crearon trayectorias de lucha colectiva, que fueron fundamentales en la construcción de la política pública que tematiza el campo y sus sujetos.ABSTRACT. This article is part of a doctoral research project that aims to present the trajectory of the largest social movement in Latin America, regarding the training processes of educators who work in the areas of camps and settlements of Agrarian Reform in the context of the State of Espírito Santo – ES. Based on Paulo Freire and Bakhtin, it focuses on narratives from a semi-structured interview conducted with five people who, in the 1980s in the Espírito Santo territory, dared to design an education project that considered the issues relevant to the lives of rural subjects. When recalling the trajectory of the Landless Rural Workers' Movement – MST, with emphasis on education and educator training, it is clear that land and education are inseparable from the historical trajectory of the Movement. Through narratives, it is evident that the collective subjects that form the MST (Landless Workers' Movement) materialized what we now conceive of as Education in the Countryside, weaving trajectories of collective struggle that were fundamental in the construction of public policy that addresses the countryside and its subjects.Este artigo integra a pesquisa realizada no doutorado e tem como objetivo apresentar a trajetória do maior movimento social da América Latina, acerca dos processos formativos dos educadores que atuam nas áreas de acampamentos e assentamentos de Reforma Agrária no contexto do Estado do Espírito Santo – ES. Alicerçado em Paulo Freire e Bakhtin, focaliza narrativas oriundas de entrevista semiestruturada realizada com cinco pessoas que na década de 1980 no território capixaba ousaram arquitetar o projeto de educação que considerasse as questões pertinentes à vida dos sujeitos do campo. Ao rememorar a trajetória do Movimento dos Trabalhadores Rurais Sem Terra – MST, com destaque à educação e formação dos educadores, percebe-se que terra e educação não se apartam da trajetória histórica do Movimento. Por meio das narrativas, evidencia-se que os sujeitos coletivos que formam o MST, materializaram o que hoje concebemos como Educação do Campo, teceram trajetórias de luta coletiva, que foram fundamentais na construção da política pública que tematiza o campo e seus sujeitos.
Palavras-chave: MST, formação de educadores, educação do campo.
Training of MST Educators in the context of the State of Espírito Santo
ABSTRACT. This article is part of a doctoral research project that aims to present the trajectory of the largest social movement in Latin America, regarding the training processes of educators who work in the areas of camps and settlements of Agrarian Reform in the context of the State of Espírito Santo – ES. Based on Paulo Freire and Bakhtin, it focuses on narratives from a semi-structured interview conducted with five people who, in the 1980s in the Espírito Santo territory, dared to design an education project that considered the issues relevant to the lives of rural subjects. When recalling the trajectory of the Landless Rural Workers' Movement – MST, with emphasis on education and educator training, it is clear that land and education are inseparable from the historical trajectory of the Movement. Through narratives, it is evident that the collective subjects that form the MST (Landless Workers' Movement) materialized what we now conceive of as Education in the Countryside, weaving trajectories of collective struggle that were fundamental in the construction of public policy that addresses the countryside and its subjects.
Keywords: landless rural workers' movement, educators training, rural education.
Formación de educadores en el MST, en el contexto del estado del Espírito Santo
RESUMEN. Este artículo integra la investigación realizada durante el doctorado y objetiva presentar la trayectoria del mayor movimiento social de Latinoamérica, sobre los procesos formativos de los educadores que actúan en campamentos y asentamientos de reforma agraria en el contexto del estado del Espírito Santo. Basado en Paulo Freire y Bakhtin, éste se centra en narrativas provenientes de una entrevista semiestructurada con cinco personas que en la década de 1980 en suelo capixaba se osaron construir el proyecto de educación que considerara las cuestiones pertinentes a la vida de los sujetos del campo. Se rememora la trayectoria del Movimiento de los Trabajadores Rurales Sin Tierra – MST, haciendo hincapié en la educación y formación de los educadores, se entiende que tierra y educación no se apartan de la trayectoria histórica del movimiento. Según las narrativas, se evidencia que los sujetos colectivos que conforman el MST se materializaron en lo que hoy concebimos como Educación del Campo, crearon trayectorias de lucha colectiva, que fueron fundamentales en la construcción de la política pública que tematiza el campo y sus sujetos.
Palabras clave: MST, formación de educadores, educación del campo
Trajetória das políticas públicas por uma Educação do Campo: breve histórico dos avanços na Amazônia Paraense
Get PDFABSTRACT. The objective of this article is to characterize the trajectory of public policies for Rural Education in Brazil and in the Amazon region of Pará, relating them to the country's political history. The text highlights the important moments that culminated in the struggles of social movements for Rural Education, ranging from the pedagogical ruralism of the Estado Novo, the Second Republic, the Civil-Military Dictatorship, and the Redemocratization, to the first actions that demanded specific education for rural populations. In this bibliographical research, we used the authors Miguel Arroyo, Roseli Caldart, Mônica Molina, and Salomão Hage, who helped us make some inferences based on this historical portrait, deepening the debates about the struggle for land and rural education. We hope that this historical review will inspire us to strengthen public policies that consider the rights of individuals and groups who live and study in the countryside.ABSTRACT. The objective of this article is to characterize the trajectory of public policies for Rural Education in Brazil and in the Amazon region of Pará, relating them to the country's political history. The text highlights the important moments that culminated in the struggles of social movements for Rural Education, ranging from the pedagogical ruralism of the Estado Novo, the Second Republic, the Civil-Military Dictatorship, and the Redemocratization, to the first actions that demanded specific education for rural populations. In this bibliographical research, we used the authors Miguel Arroyo, Roseli Caldart, Mônica Molina, and Salomão Hage, who helped us make some inferences based on this historical portrait, deepening the debates about the struggle for land and rural education. We hope that this historical review will inspire us to strengthen public policies that consider the rights of individuals and groups who live and study in the countryside.RESUMEN. El objetivo de este artículo es caracterizar la trayectoria de las políticas públicas de Educación Rural en Brasil y en la Amazonia paraense en relación a la historia política del país. El texto destaca los momentos importantes que culminaron en las luchas de los movimientos sociales por la Educación Rural, desde el ruralismo pedagógico del Estado Novo, la Segunda República, la Dictadura Cívico-Militar, pasando por la Redemocratización, hasta las primeras acciones que exigieron una educación específica. con poblaciones rurales. En esta investigación bibliográfica, recurrimos a los autores Miguel Arroyo, Roseli Caldart, Mônica Molina y Salomão Hage, quienes nos ayudan a hacer algunas inferencias a partir de este retrato histórico, profundizando los debates sobre la lucha por la tierra y la educación rural. Esperamos que este rescate histórico nos inspire a fortalecer políticas públicas que consideren los derechos de las personas y grupos que viven y estudian en el campo.ABSTRACT. The objective of this article is to characterize the trajectory of public policies for Rural Education in Brazil and in the Amazon region of Pará, relating them to the country's political history. The text highlights the important moments that culminated in the struggles of social movements for Rural Education, ranging from the pedagogical ruralism of the Estado Novo, the Second Republic, the Civil-Military Dictatorship, and the Redemocratization, to the first actions that demanded specific education for rural populations. In this bibliographical research, we used the authors Miguel Arroyo, Roseli Caldart, Mônica Molina, and Salomão Hage, who helped us make some inferences based on this historical portrait, deepening the debates about the struggle for land and rural education. We hope that this historical review will inspire us to strengthen public policies that consider the rights of individuals and groups who live and study in the countryside.O objetivo deste artigo consiste em caracterizar a trajetória das políticas públicas por uma Educação do Campo no Brasil e na Amazônia Paraense relacionando com a história política do país. O texto destaca os momentos importantes que culminaram com as lutas dos movimentos sociais por uma Educação do Campo, transitando desde o ruralismo pedagógico do Estado Novo, da Segunda República, da Ditadura Civil-Militar, passando pela Redemocratização, até as primeiras ações que reivindicavam uma educação específica com as populações do campo. Nessa pesquisa bibliográfica, recorremos aos autores Miguel Arroyo, Roseli Caldart, Mônica Molina e Salomão Hage, que nos ajudam a fazer algumas inferências a partir desse retrato histórico, aprofundando os debates acerca da luta pela terra e a educação do campo. Esperamos que este resgate histórico nos inspire para o fortalecimento das políticas públicas que considerem o direito dos sujeitos, individuais e coletivos, que residem e estudam no campo.
Palavras-chave: educação do campo, políticas públicas, amazônia paraense.
The trajectory of public policies for rural education: a brief history of advancements in the Amazon region of Pará
ABSTRACT. The objective of this article is to characterize the trajectory of public policies for Rural Education in Brazil and in the Amazon region of Pará, relating them to the country's political history. The text highlights the important moments that culminated in the struggles of social movements for Rural Education, ranging from the pedagogical ruralism of the Estado Novo, the Second Republic, the Civil-Military Dictatorship, and the Redemocratization, to the first actions that demanded specific education for rural populations. In this bibliographical research, we used the authors Miguel Arroyo, Roseli Caldart, Mônica Molina, and Salomão Hage, who helped us make some inferences based on this historical portrait, deepening the debates about the struggle for land and rural education. We hope that this historical review will inspire us to strengthen public policies that consider the rights of individuals and groups who live and study in the countryside.
Keywords: rural education, public policy, amazon paraense.
La trayectoria de las políticas públicas de educación rural: una breve historia de los avances en la región amazónica de Pará
RESUMEN. El objetivo de este artículo es caracterizar la trayectoria de las políticas públicas de Educación Rural en Brasil y en la Amazonia paraense en relación a la historia política del país. El texto destaca los momentos importantes que culminaron en las luchas de los movimientos sociales por la Educación Rural, desde el ruralismo pedagógico del Estado Novo, la Segunda República, la Dictadura Cívico-Militar, pasando por la Redemocratización, hasta las primeras acciones que exigieron una educación específica. con poblaciones rurales. En esta investigación bibliográfica, recurrimos a los autores Miguel Arroyo, Roseli Caldart, Mônica Molina y Salomão Hage, quienes nos ayudan a hacer algunas inferencias a partir de este retrato histórico, profundizando los debates sobre la lucha por la tierra y la educación rural. Esperamos que este rescate histórico nos inspire a fortalecer políticas públicas que consideren los derechos de las personas y grupos que viven y estudian en el campo.
Palabras clave: educación rural, políticas públicas, amazonia de pará
A implementação da BNCC nas escolas de Ensino Médio na Educação do Campo no Acre
Get PDFABSTRACT. The aim of this article is to describe how the National Common Core Curriculum (BNCC) is being implemented in rural high schools in the state of Acre, seeking to analyze the development of curricular reform in the rural education project. The research is a case study, with a qualitative approach, carried out using bibliographic, documentary contributions and content analysis. The results indicate that the process of implementing is taking place in a proportion that is still not very significant for the universe of high schools in the countryside, and that the actions promoted by the SEE are largely directed at the pedagogical aspects of the teaching and learning process, touching on the need to promote training to understand the organic structure of the BNCC. There is a misalignment between the reality in Acre and what is theoretically proposed and its applicability, and greater implementation is needed, especially with regard to the new class hours, the curricular components in Basic General Education, the Training Itineraries and the Learning Routes, especially with regard to professional qualification.ABSTRACT. The aim of this article is to describe how the National Common Core Curriculum (BNCC) is being implemented in rural high schools in the state of Acre, seeking to analyze the development of curricular reform in the rural education project. The research is a case study, with a qualitative approach, carried out using bibliographic, documentary contributions and content analysis. The results indicate that the process of implementing is taking place in a proportion that is still not very significant for the universe of high schools in the countryside, and that the actions promoted by the SEE are largely directed at the pedagogical aspects of the teaching and learning process, touching on the need to promote training to understand the organic structure of the BNCC. There is a misalignment between the reality in Acre and what is theoretically proposed and its applicability, and greater implementation is needed, especially with regard to the new class hours, the curricular components in Basic General Education, the Training Itineraries and the Learning Routes, especially with regard to professional qualification.RESUMEN. El objetivo de este artículo es describir cómo se está implementando la Base Nacional Común Curricular (BNCC) en las escuelas de Enseñanza Media del área rural del estado de Acre, buscando analizar el desarrollo de la reforma curricular en el proyecto de de formación de la educación rural. La investigación es un estudio de caso, con abordaje cualitativo, realizada a partir de aportes bibliográficos, documentales y análisis de contenido. Los resultados indican que el proceso de implantación se está dando en una proporción todavía poco significativa para el universo de escuelas de Enseñanza Media del área rural, y que las acciones promovidas por la SEE se dirigen en gran medida a los aspectos pedagógicos del proceso de enseñanza y aprendizaje, incidiendo en la necesidad de promover la formación para la comprensión de la estructura orgánica de la BNCC. Hay un desajuste entre la realidad de Acre y lo que se propone teóricamente y su aplicabilidad, siendo necesaria una mayor implementación, especialmente en lo que se refiere a la nueva carga de horaria, los componentes curriculares en la Formación General Básica, los Itinerarios de Formación y las Rutas de Aprendizaje, especialmente en lo que se refiere a la cualificación profesional.ABSTRACT. The aim of this article is to describe how the National Common Core Curriculum (BNCC) is being implemented in rural high schools in the state of Acre, seeking to analyze the development of curricular reform in the rural education project. The research is a case study, with a qualitative approach, carried out using bibliographic, documentary contributions and content analysis. The results indicate that the process of implementing is taking place in a proportion that is still not very significant for the universe of high schools in the countryside, and that the actions promoted by the SEE are largely directed at the pedagogical aspects of the teaching and learning process, touching on the need to promote training to understand the organic structure of the BNCC. There is a misalignment between the reality in Acre and what is theoretically proposed and its applicability, and greater implementation is needed, especially with regard to the new class hours, the curricular components in Basic General Education, the Training Itineraries and the Learning Routes, especially with regard to professional qualification.Este artigo tem o objetivo de descrever como está ocorrendo a implementação da Base Nacional Comum Curricular (BNCC) nas escolas de Ensino Médio do meio rural no estado do Acre, buscando analisar o desenvolvimento da reforma curricular no projeto de formação da Educação do Campo. A pesquisa é um estudo de caso, com abordagem qualitativa, realizada com aportes bibliográfico, documental e análise de conteúdo. Os resultados indicam que o processo de implantação está ocorrendo em uma proporção ainda pouco significativa para o universo das escolas de Ensino Médio do campo, e que as ações promovidas pela SEE são direcionadas, de forma ampla, aos aspectos pedagógicos do processo de ensino e aprendizagem, tangenciando a necessidade de promover formações para a compreensão da estrutura orgânica da BNCC. Há um desalinhamento entre a realidade acreana e o que está proposto teoricamente e sua aplicabilidade, sendo necessária uma maior executividade, especialmente no que se refere à nova carga horária, aos componentes curriculares na Formação Geral Básica, aos Itinerários Formativos e às Rotas de Aprendizagem, especialmente no tocante à qualificação profissional.
Palavras-chave: BNCC, educação do campo, ensino médio, Acre.
The implementation of the BNCC in High Schools in Rural Education in Acre
ABSTRACT. The aim of this article is to describe how the National Common Core Curriculum (BNCC) is being implemented in rural high schools in the state of Acre, seeking to analyze the development of curricular reform in the rural education project. The research is a case study, with a qualitative approach, carried out using bibliographic, documentary contributions and content analysis. The results indicate that the process of implementing is taking place in a proportion that is still not very significant for the universe of high schools in the countryside, and that the actions promoted by the SEE are largely directed at the pedagogical aspects of the teaching and learning process, touching on the need to promote training to understand the organic structure of the BNCC. There is a misalignment between the reality in Acre and what is theoretically proposed and its applicability, and greater implementation is needed, especially with regard to the new class hours, the curricular components in Basic General Education, the Training Itineraries and the Learning Routes, especially with regard to professional qualification.
Keywords: BNCC, rural education, high school, Acre.
La implementación de la BNCC en las escuelas de Enseñanza Media en la Educación Rural en Acre
RESUMEN. El objetivo de este artículo es describir cómo se está implementando la Base Nacional Común Curricular (BNCC) en las escuelas de Enseñanza Media del área rural del estado de Acre, buscando analizar el desarrollo de la reforma curricular en el proyecto de de formación de la educación rural. La investigación es un estudio de caso, con abordaje cualitativo, realizada a partir de aportes bibliográficos, documentales y análisis de contenido. Los resultados indican que el proceso de implantación se está dando en una proporción todavía poco significativa para el universo de escuelas de Enseñanza Media del área rural, y que las acciones promovidas por la SEE se dirigen en gran medida a los aspectos pedagógicos del proceso de enseñanza y aprendizaje, incidiendo en la necesidad de promover la formación para la comprensión de la estructura orgánica de la BNCC. Hay un desajuste entre la realidad de Acre y lo que se propone teóricamente y su aplicabilidad, siendo necesaria una mayor implementación, especialmente en lo que se refiere a la nueva carga de horaria, los componentes curriculares en la Formación General Básica, los Itinerarios de Formación y las Rutas de Aprendizaje, especialmente en lo que se refiere a la cualificación profesional.
Palabras clave: BNCC, educación rural, enseñanza media, Acre
A escola multisseriada como mediadora na valorização da infância e da cultura dos povos tradicionais pomeranos
Get PDFABSTRACT. This article focused on the schooling process of Pomeranian children at the multigrade school Carlos Fick, located in Crisciúma, Laranja da Terra/ES. The aim was to analyze how the rural multigrade school can help value the culture of traditional people, especially concerning children and their education amidst contemporary issues of diversity and cultural plurality. In this study, childhood is understood as an expression of subjects with memories and histories (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). Thus, photography was used as a medium (Ciavatta, 2002, 2012) to stimulate memories, stories, and culture (Geertz,2008). This qualitative research, with intervention, sought to measure the existing relationships in schooling and the community, expressed by the subjects residing there. Consequently, the Carlos Fick school becomes a stage for immersion in cultural setting and for mediation with the Pomeranian community, enabling the historical recovery of the culture that shapes their significance within their way of life.ABSTRACT. This article focused on the schooling process of Pomeranian children at the multigrade school Carlos Fick, located in Crisciúma, Laranja da Terra/ES. The aim was to analyze how the rural multigrade school can help value the culture of traditional people, especially concerning children and their education amidst contemporary issues of diversity and cultural plurality. In this study, childhood is understood as an expression of subjects with memories and histories (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). Thus, photography was used as a medium (Ciavatta, 2002, 2012) to stimulate memories, stories, and culture (Geertz,2008). This qualitative research, with intervention, sought to measure the existing relationships in schooling and the community, expressed by the subjects residing there. Consequently, the Carlos Fick school becomes a stage for immersion in cultural setting and for mediation with the Pomeranian community, enabling the historical recovery of the culture that shapes their significance within their way of life.RESUMEN. Este artículo se centró en el proceso de escolarización de niños pomeranos en la escuela multigrado Carlos Fick, ubicada en Crisciúma, en el municipio de Laranja da Terra/ES. El objetivo fue analizar cómo la escuela multigrado del campo puede contribuir a valorar la cultura del pueblo tradicional, especialmente en lo que respecta a los niños y su formación frente a las cuestiones contemporáneas relacionadas con la diversidad y la pluralidad cultural en las que están insertos. En este estudio, se comprende la infancia como una expresión de sujetos con memorias e historias (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). De este modo, se recurrió a la fotografía como mediación (Ciavatta, 2002, 2012) para estimular las memorias, las historias y la cultura (Geertz 2008). En esta investigación cualitativa, con intervención, se buscó dimensionar las relaciones existentes en la escolarización y en la comunidad, expresadas por los sujetos que residen en ella. Así, la escuela Carlos Fick se convierte en un escenario para la inmersión en el campo cultural y para la mediación con la comunidad pomerana, al permitir el rescate histórico de la cultura que les impulsa a revelar su significado dentro de su modo de vida.
ABSTRACT. This article focused on the schooling process of Pomeranian children at the multigrade school Carlos Fick, located in Crisciúma, Laranja da Terra/ES. The aim was to analyze how the rural multigrade school can help value the culture of traditional people, especially concerning children and their education amidst contemporary issues of diversity and cultural plurality. In this study, childhood is understood as an expression of subjects with memories and histories (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). Thus, photography was used as a medium (Ciavatta, 2002, 2012) to stimulate memories, stories, and culture (Geertz,2008). This qualitative research, with intervention, sought to measure the existing relationships in schooling and the community, expressed by the subjects residing there. Consequently, the Carlos Fick school becomes a stage for immersion in cultural setting and for mediation with the Pomeranian community, enabling the historical recovery of the culture that shapes their significance within their way of life.O presente artigo centrou-se no processo de escolarização de crianças pomeranas na escola multisseriada Carlos Fick, localizada em Crisciúma, município de Laranja da Terra/ES. O objetivo foi analisar como a escola multisseriada do campo pode contribuir para valorizar a cultura do povo tradicional, em especial com as crianças e sua formação frente às questões contemporâneas referentes à diversidade e à pluralidade cultural em que estão inseridas. Neste estudo, compreende-se a infância como expressão de sujeitos de memórias e histórias (Benjamin, 1994, 2002, 2005, 2012, Agamben, 2005). Desse modo, recorreu-se à fotografia, como mediação (Ciavatta, 2002,2012), para estimular as memórias, as histórias e a cultura (Geertz,2008). Buscou-se, nessa pesquisa qualitativa, com intervenção, dimensionar as relações existentes na escolarização e na comunidade, expressas pelos sujeitos que nela residem. Assim, a escola Carlos Fick torna-se palco para a imersão no campo cultural e para a mediação com a comunidade pomerana por possibilitar o resgate histórico da cultura que os engendram a revelar sua significância dentro do seu modo de vida.
Palavras-chave: cultura, história, memória, narrativa, escola.
The Multigrade School as a Mediator in the Valuation of Childhood and the Culture of Traditional Pomeranian
ABSTRACT. This article focused on the schooling process of Pomeranian children at the multigrade school Carlos Fick, located in Crisciúma, Laranja da Terra/ES. The aim was to analyze how the rural multigrade school can help value the culture of traditional people, especially concerning children and their education amidst contemporary issues of diversity and cultural plurality. In this study, childhood is understood as an expression of subjects with memories and histories (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). Thus, photography was used as a medium (Ciavatta, 2002, 2012) to stimulate memories, stories, and culture (Geertz,2008). This qualitative research, with intervention, sought to measure the existing relationships in schooling and the community, expressed by the subjects residing there. Consequently, the Carlos Fick school becomes a stage for immersion in cultural setting and for mediation with the Pomeranian community, enabling the historical recovery of the culture that shapes their significance within their way of life.
Keywords: culture, history, memory, narrative, school.
La escuela multigrado como mediadora en la valorización de la infancia y la cultura de los pueblos tradicionales pomeranos
RESUMEN. Este artículo se centró en el proceso de escolarización de niños pomeranos en la escuela multigrado Carlos Fick, ubicada en Crisciúma, en el municipio de Laranja da Terra/ES. El objetivo fue analizar cómo la escuela multigrado del campo puede contribuir a valorar la cultura del pueblo tradicional, especialmente en lo que respecta a los niños y su formación frente a las cuestiones contemporáneas relacionadas con la diversidad y la pluralidad cultural en las que están insertos. En este estudio, se comprende la infancia como una expresión de sujetos con memorias e historias (Benjamin, 1994, 2002, 2005, 2012; Agamben, 2005). De este modo, se recurrió a la fotografía como mediación (Ciavatta, 2002, 2012) para estimular las memorias, las historias y la cultura (Geertz 2008). En esta investigación cualitativa, con intervención, se buscó dimensionar las relaciones existentes en la escolarización y en la comunidad, expresadas por los sujetos que residen en ella. Así, la escuela Carlos Fick se convierte en un escenario para la inmersión en el campo cultural y para la mediación con la comunidad pomerana, al permitir el rescate histórico de la cultura que les impulsa a revelar su significado dentro de su modo de vida.
Palabras clave: cultura, historia, memoria, narrativa, escuela
Práticas pedagógicas de Educação Física em escolas do campo na perspectiva libertadora
Get PDFABSTRACT. This article aims to conceptualize and deepen the understanding of Physical Education pedagogical practices in rural schools from a liberating perspective, grounded in the theoretical contributions of Paulo Freire and Elenor Kunz. A qualitative approach was adopted, utilizing participant observation, semi-structured interviews, and field diary entries, involving five Physical Education teachers from rural schools in the municipality of Conceição do Castelo, Espírito Santo. The theoretical premises outline a conceptual framework supported by the contributions that guide the study of Physical Education from a liberating perspective. A gap is evident between the pedagogical practices of the Physical Education Curricular Component and the knowledge constructed by individuals in the local context. Small advances in practices are observed; however, critical problematization with students regarding the weaknesses and strengths that emerge in everyday school life is still necessary. Therefore, the need to promote studies and actions that contribute to characterizing and strengthening this educational modality in rural areas is highlighted, ensuring a transformative education based on formative experiences that foster reflection, dialogue, and emancipation.ABSTRACT. This article aims to conceptualize and deepen the understanding of Physical Education pedagogical practices in rural schools from a liberating perspective, grounded in the theoretical contributions of Paulo Freire and Elenor Kunz. A qualitative approach was adopted, utilizing participant observation, semi-structured interviews, and field diary entries, involving five Physical Education teachers from rural schools in the municipality of Conceição do Castelo, Espírito Santo. The theoretical premises outline a conceptual framework supported by the contributions that guide the study of Physical Education from a liberating perspective. A gap is evident between the pedagogical practices of the Physical Education Curricular Component and the knowledge constructed by individuals in the local context. Small advances in practices are observed; however, critical problematization with students regarding the weaknesses and strengths that emerge in everyday school life is still necessary. Therefore, the need to promote studies and actions that contribute to characterizing and strengthening this educational modality in rural areas is highlighted, ensuring a transformative education based on formative experiences that foster reflection, dialogue, and emancipation.RESUMEN. Este artículo tiene como objetivo concebir y profundizar la comprensión de las prácticas pedagógicas de la Educación Física en las escuelas del campo con una perspectiva libertadora, fundamentada en las contribuciones teóricas de Paulo Freire y Elenor Kunz. Adotou-se uma abordagem qualitativa, com a utilização de observação participante, entrevistas semiestruturadas e registros em diário de campo, involucrando cinco profesores de Educação Física das escolas do campo do município de Conceição do Castelo/ES. Nos pressupostos teóricos, delineia-se uma trama conceitual apoiada nas contribuições que orientam o estudo de Educação Física sob a perspectiva libertadora. Fica evidente um distanciamento entre las prácticas pedagógicas del Componente Curricular Educação Física y los saberes construidos pelos sujetos al contexto local. Observam-se pequenos avanços nas práticas; Sin embargo, todavía es necesaria una problematización crítica junto a los estudiantes acerca de las fragilidades y potencialidades que emergen en el cotidiano escolar. Diante disso, destaca la necesidad de promover estudios y acciones que contribuyan a caracterizar y fortalecer esa modalidad educativa en el territorio del campo, asegurando una educación transformadora, pautada en experiencias formativas que favorezcan la reflexión, el diálogo y la emancipación.ABSTRACT. This article aims to conceptualize and deepen the understanding of Physical Education pedagogical practices in rural schools from a liberating perspective, grounded in the theoretical contributions of Paulo Freire and Elenor Kunz. A qualitative approach was adopted, utilizing participant observation, semi-structured interviews, and field diary entries, involving five Physical Education teachers from rural schools in the municipality of Conceição do Castelo, Espírito Santo. The theoretical premises outline a conceptual framework supported by the contributions that guide the study of Physical Education from a liberating perspective. A gap is evident between the pedagogical practices of the Physical Education Curricular Component and the knowledge constructed by individuals in the local context. Small advances in practices are observed; however, critical problematization with students regarding the weaknesses and strengths that emerge in everyday school life is still necessary. Therefore, the need to promote studies and actions that contribute to characterizing and strengthening this educational modality in rural areas is highlighted, ensuring a transformative education based on formative experiences that foster reflection, dialogue, and emancipation.Este artigo tem como objetivo conceituar e aprofundar a compreensão das práticas pedagógicas de Educação Física em escolas do campo sob uma perspectiva libertadora, fundamentada nas contribuições teóricas de Paulo Freire e Elenor Kunz. Adotou-se uma abordagem qualitativa, com a utilização de observação participante, entrevistas semiestruturada e registros em diário de campo, envolvendo cinco professores de Educação Física das escolas do campo do município de Conceição do Castelo/ES. Nos pressupostos teóricos, delineia-se uma trama conceitual apoiada nas contribuições que orientam o estudo de Educação Física sob a perspectiva libertadora. Fica evidente um distanciamento entre as práticas pedagógicas do Componente Curricular Educação Física e os saberes construídos pelos sujeitos do contexto local. Observam-se pequenos avanços nas práticas; contudo, ainda é necessária uma problematização crítica junto aos/às estudantes acerca das fragilidades e potencialidades que emergem no cotidiano escolar. Diante disso, destaca-se a necessidade de promoção de estudos e ações que contribuam para caracterizar e fortalecer essa modalidade educacional no território do campo, assegurando uma educação transformadora, pautada em experiências formativas que favoreçam a reflexão, o diálogo e a emancipação.
Palavras-chave: educação do campo, educação física, paulo freire, prática pedagógica.
Pedagogical Practices of Physical Education in Rural Schools from a Liberating Perspective
ABSTRACT. This article aims to conceptualize and deepen the understanding of Physical Education pedagogical practices in rural schools from a liberating perspective, grounded in the theoretical contributions of Paulo Freire and Elenor Kunz. A qualitative approach was adopted, utilizing participant observation, semi-structured interviews, and field diary entries, involving five Physical Education teachers from rural schools in the municipality of Conceição do Castelo, Espírito Santo. The theoretical premises outline a conceptual framework supported by the contributions that guide the study of Physical Education from a liberating perspective. A gap is evident between the pedagogical practices of the Physical Education Curricular Component and the knowledge constructed by individuals in the local context. Small advances in practices are observed; however, critical problematization with students regarding the weaknesses and strengths that emerge in everyday school life is still necessary. Therefore, the need to promote studies and actions that contribute to characterizing and strengthening this educational modality in rural areas is highlighted, ensuring a transformative education based on formative experiences that foster reflection, dialogue, and emancipation.
Keywords: rural education, physical education, paulo freire, pedagogical practice.
Prácticas pedagógicas de Educación Física en escuelas rurales desde una perspectiva liberadora
RESUMEN. Este artículo tiene como objetivo concebir y profundizar la comprensión de las prácticas pedagógicas de la Educación Física en las escuelas del campo con una perspectiva libertadora, fundamentada en las contribuciones teóricas de Paulo Freire y Elenor Kunz. Adotou-se uma abordagem qualitativa, com a utilização de observação participante, entrevistas semiestruturadas e registros em diário de campo, involucrando cinco profesores de Educação Física das escolas do campo do município de Conceição do Castelo/ES. Nos pressupostos teóricos, delineia-se uma trama conceitual apoiada nas contribuições que orientam o estudo de Educação Física sob a perspectiva libertadora. Fica evidente um distanciamento entre las prácticas pedagógicas del Componente Curricular Educação Física y los saberes construidos pelos sujetos al contexto local. Observam-se pequenos avanços nas práticas; Sin embargo, todavía es necesaria una problematización crítica junto a los estudiantes acerca de las fragilidades y potencialidades que emergen en el cotidiano escolar. Diante disso, destaca la necesidad de promover estudios y acciones que contribuyan a caracterizar y fortalecer esa modalidad educativa en el territorio del campo, asegurando una educación transformadora, pautada en experiencias formativas que favorezcan la reflexión, el diálogo y la emancipación.
Palavras-chave: educação do campo, educação física, paulo freire, prática pedagógica
A Educação do Campo para além da construção de um Território Educativo: a contribuição da EJA Campo na formação de sujeitos sociais no Quilombo Uxizal Mocajuba-Pará
Get PDFABSTRACT. Rural Education is an instrument of social transformation, and its pedagogical practices must go far beyond the creation of educational territories, playing a fundamental role in shaping more critical and proactive social subjects who are protagonists of their own realities. This study focused on analyzing the contribution of Rural Youth and Adult Education (EJA Campo) in the formation of social subjects and the strengthening of quilombola identity in the Uxizal Quilombo, Mocajuba, Pará. The analysis centered on the pedagogical practices developed in a local school and their impact on the community. Methodologically, this was an experience-based study, drawing from the lived practices developed with quilombola students in Rural EJA. The findings reveal that Rural EJA, by integrating local knowledge and formal curricula, enhances cultural appreciation, strengthens community organization, and fosters demands for rights. It was concluded that education in the Uxizal Quilombo transcends traditional schooling, establishing itself as a space of resistance, (re)existence, and the construction of collective life projects. Through the autonomy of educators and learners, it reinforces the need for public policies that recognize the specificities of quilombola territories.ABSTRACT. Rural Education is an instrument of social transformation, and its pedagogical practices must go far beyond the creation of educational territories, playing a fundamental role in shaping more critical and proactive social subjects who are protagonists of their own realities. This study focused on analyzing the contribution of Rural Youth and Adult Education (EJA Campo) in the formation of social subjects and the strengthening of quilombola identity in the Uxizal Quilombo, Mocajuba, Pará. The analysis centered on the pedagogical practices developed in a local school and their impact on the community. Methodologically, this was an experience-based study, drawing from the lived practices developed with quilombola students in Rural EJA. The findings reveal that Rural EJA, by integrating local knowledge and formal curricula, enhances cultural appreciation, strengthens community organization, and fosters demands for rights. It was concluded that education in the Uxizal Quilombo transcends traditional schooling, establishing itself as a space of resistance, (re)existence, and the construction of collective life projects. Through the autonomy of educators and learners, it reinforces the need for public policies that recognize the specificities of quilombola territories.RESUMEN. La Educación del Campo es un instrumento de transformación social, y sus prácticas pedagógicas deben ir mucho más allá de la creación de territorios educativos, asumiendo un papel fundamental en la formación de sujetos sociales más críticos y protagonistas de sus realidades. Este estudio se dedicó a analizar la contribución de la Educación de Jóvenes y Adultos del Campo (EJA Campo) en la formación de sujetos sociales y en el fortalecimiento de la identidad quilombola en el Quilombo de Uxizal, Mocajuba, Pará. El objeto de análisis fueron las prácticas pedagógicas desarrolladas en una escuela local, evaluando su impacto en la comunidad. Metodológicamente, se trató de un estudio de relato de experiencia, basado en las vivencias de las prácticas desarrolladas con estudiantes quilombolas de la EJA Campo. Los resultados revelan que la EJA Campo, al integrar en sus prácticas saberes locales y un currículo formal, favorece la valorización cultural, el fortalecimiento de la organización comunitaria y la reivindicación de derechos. Se concluye que la educación en el quilombo de Uxizal trasciende la escolarización tradicional, constituyéndose como un espacio de resistencia, (re)existencia y construcción de proyectos de vida colectivos. A través de la autonomía de educadores y estudiantes, se refuerza la importancia de políticas públicas que reconozcan las especificidades de los territorios quilombolas.ABSTRACT. Rural Education is an instrument of social transformation, and its pedagogical practices must go far beyond the creation of educational territories, playing a fundamental role in shaping more critical and proactive social subjects who are protagonists of their own realities. This study focused on analyzing the contribution of Rural Youth and Adult Education (EJA Campo) in the formation of social subjects and the strengthening of quilombola identity in the Uxizal Quilombo, Mocajuba, Pará. The analysis centered on the pedagogical practices developed in a local school and their impact on the community. Methodologically, this was an experience-based study, drawing from the lived practices developed with quilombola students in Rural EJA. The findings reveal that Rural EJA, by integrating local knowledge and formal curricula, enhances cultural appreciation, strengthens community organization, and fosters demands for rights. It was concluded that education in the Uxizal Quilombo transcends traditional schooling, establishing itself as a space of resistance, (re)existence, and the construction of collective life projects. Through the autonomy of educators and learners, it reinforces the need for public policies that recognize the specificities of quilombola territories.A Educação do Campo é um instrumento de transformação social e suas práticas pedagógicas devem ir muito além da criação de territórios educativos, assumindo um papel fundamental na formação de sujeitos sociais mais críticos e protagonistas das suas realidades. Este estudo se dedicou a analisar a contribuição da EJA Campo na formação de sujeitos sociais e no fortalecimento da identidade quilombola no Quilombo Uxizal, Mocajuba, Pará. O objeto de análise foram as práticas pedagógicas desenvolvidas na escola local, analisando seu impacto na Comunidade. Metodologicamente, o estudo caracteriza um relato de experiência, baseado nas vivências das educadoras a partir das práticas desenvolvidas com educandos quilombolas da EJA Campo. Os resultados revelam que a EJA Campo, ao integrar às suas práticas saberes locais e um currículo formal, favorece a potencialização da valorização cultural, o fortalecimento da organização comunitária e a reivindicação por direitos. Foi possível concluir que a educação no quilombo Uxizal transcende a escolarização tradicional, constituindo-se como um espaço de resistência, de (re)existência e de construção de projetos de vida coletivos que, através da autonomia de educadores e educandos, reforça a importância de políticas públicas que reconheçam as especificidades dos territórios quilombolas.
Palavras-chave: educação do campo, EJA campo, formação social, território quilombola.
Rural Education Beyond the Construction of an Educational Territory: The Contribution of Rural EJA to the Social Formation of Subjects in the Uxizal Quilombo, Mocajuba-Pará
ABSTRACT. Rural Education is an instrument of social transformation, and its pedagogical practices must go far beyond the creation of educational territories, playing a fundamental role in shaping more critical and proactive social subjects who are protagonists of their own realities. This study focused on analyzing the contribution of Rural Youth and Adult Education (EJA Campo) in the formation of social subjects and the strengthening of quilombola identity in the Uxizal Quilombo, Mocajuba, Pará. The analysis centered on the pedagogical practices developed in a local school and their impact on the community. Methodologically, this was an experience-based study, drawing from the lived practices developed with quilombola students in Rural EJA. The findings reveal that Rural EJA, by integrating local knowledge and formal curricula, enhances cultural appreciation, strengthens community organization, and fosters demands for rights. It was concluded that education in the Uxizal Quilombo transcends traditional schooling, establishing itself as a space of resistance, (re)existence, and the construction of collective life projects. Through the autonomy of educators and learners, it reinforces the need for public policies that recognize the specificities of quilombola territories.
Keywords: rural education, rural EJA, social formation, quilombola territory.
La Educación del Campo más allá de la construcción de un Territorio Educativo: El aporte de la EJA Campo en la formación de sujetos sociales en el Quilombo Uxizal, Mocajuba-Pará
RESUMEN. La Educación del Campo es un instrumento de transformación social, y sus prácticas pedagógicas deben ir mucho más allá de la creación de territorios educativos, asumiendo un papel fundamental en la formación de sujetos sociales más críticos y protagonistas de sus realidades. Este estudio se dedicó a analizar la contribución de la Educación de Jóvenes y Adultos del Campo (EJA Campo) en la formación de sujetos sociales y en el fortalecimiento de la identidad quilombola en el Quilombo de Uxizal, Mocajuba, Pará. El objeto de análisis fueron las prácticas pedagógicas desarrolladas en una escuela local, evaluando su impacto en la comunidad. Metodológicamente, se trató de un estudio de relato de experiencia, basado en las vivencias de las prácticas desarrolladas con estudiantes quilombolas de la EJA Campo. Los resultados revelan que la EJA Campo, al integrar en sus prácticas saberes locales y un currículo formal, favorece la valorización cultural, el fortalecimiento de la organización comunitaria y la reivindicación de derechos. Se concluye que la educación en el quilombo de Uxizal trasciende la escolarización tradicional, constituyéndose como un espacio de resistencia, (re)existencia y construcción de proyectos de vida colectivos. A través de la autonomía de educadores y estudiantes, se refuerza la importancia de políticas públicas que reconozcan las especificidades de los territorios quilombolas.
Palabras clave: educación del campo, EJA campo, formación social, territorio quilombola