Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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MEMÓRIA E FALTA EM TORNO DA FIGURA DA “MÃE” EM “OLHOS D’ÁGUA”, DE CONCEIÇÃO EVARISTO E A AUTOBIOGRAFIA DA MINHA MÃE, DE JAMAICA KINCAID: AMEFRICANIDADE, CORPO E HISTÓRIA POTENCIAL
Get PDFWhat is the maternal figure in “Eyes of Water” and The Autobiography of my Mother? She is the pursuit of identity. Memory and loss. But it is also the place of a past present. They are works of diasporic loss with a “testimonial content”, set against the backdrop of colonial and post-colonial machines. Elements at work today. These permanences are referred to by Azoulay (2024) as imperial retentions. Based on these notations, this article will propose a comparative reading of Conceição Evaristo and Jamaica Kincaid from a common space, a zone of trauma and potentiality, Amefricanity.O que é a figura materna em “Olhos d’água” e A Autobiografia da minha mãe? Ela é a perseguição da identidade. A memória e a perda. Mas é também lugar de um presente do passado. São obras da perda diaspórica carregadas de “teor testemunhal”, que têm como pano de fundo as máquinas coloniais e pós-coloniais. Elementos atuando hoje. Essas permanências são chamadas por Azoulay (2024) de retenções imperiais. Baseado nessas notações, este artigo buscará propor uma leitura comparada entre Conceição Evaristo e Jamaica Kincaid a partir de um espaço comum, uma zona de trauma e potencialidade, a Amefricanidade (Gonzalez, 2020)
SOB UM HORIZONTE LADINOAMEFRICANO: UMA LEITURA GLISSANTIANA DO ROMANCE UM DEFEITO DE COR
Get PDFBased on a ladinoamefrican paradigm, inspired by the thought of Lélia Gonzalez (2018), I propose a Glissantian reading of the novel Um defeito de cor by Ana Maria Gonçalves (2022), understanding it as a “preface” in the terms used by Alcione Corrêa Alves (2022) in dialogue with Édouard Glissant (2005). Thus, the novel is analyzed as part of a broader set of ladinoamefrican literatures, which includes Insubmissas lágrimas de mulheres by Conceição Evaristo (2020), Humus by Fabienne Kanor (2016), and las Negras by Yolanda Arroyo Pizarro (2012), in a comparative approach that enshrines a Poetics of Relation (Glissant, 2021).Partindo de um paradigma ladinoamefricano, inspirado pelo pensamento de Lélia Gonzalez (2018), proponho uma leitura glissantiana do romance Um defeito de cor, de Ana Maria Gonçalves (2022), compreendendo-o como “prefácio”, nos termos de Alcione Corrêa Alves (2022) em diálogo com Édouard Glissant (2005). Assim, o romance é analisado como parte de um conjunto mais amplo de literaturas ladinoamefricanas, que inclui Insubmissas lágrimas de mulheres, de Conceição Evaristo (2020), Humus, de Fabienne Kanor (2016), e las Negras, de Yolanda Arroyo Pizarro (2012), numa abordagem comparativa que consagra uma Poética da Relação (Glissant, 2021)
O PENSAMENTO DECOLONIAL NA INVENÇÃO DA MACABÉA OUTRA “FLOR DE MULUNGU” : “FLOR DE MULUNGU”
No full textThe article addresses the Macabéas. The first refers to the character from A hora da estrela (2019), written by Clarice Lispector, and the second mentions the character Macabéa: Flor do Mulungu (2023), invented by Conceição Evaristo. By highlighting the exemplary nature of both writers in their handling of literary texts, the analysis focuses more on Afro-Brazilian literature and, consequently, on the poetry implied in Evaristo's text for the construction of the other Macabéa as a decolonial critique. Decolonial thought produces reflections on the meaning of colonialism, directly affecting the awakening of an active Black consciousness committed to the knowledge.O artigo aborda as Macabéas. A primeira refere-se à personagem do livro A hora da estrela, escrito por Clarice Lispector e a segunda faz menção à personagem Macabéa: Flor do Mulungu, inventada por Conceição Evaristo. Ao destacar a exemplaridade das duas escritoras no trato com o texto literário, a análise concentra-se mais na literatura afro-brasileira e consequentemente na poesia implicada no texto de Evaristo para a construção da Macabéa outra como crítica decolonial. O pensamento decolonial produz reflexões acerca do que significou o colonialismo, incidindo diretamente no despertar de uma consciência Negra ativa e comprometida com a transformação do conhecimento
Refletindo sobre o Ensino de História e do desenvolvimento da cidadania: desafios e possibilidades.
Get PDFO presente manuscrito examina criticamente a interseção entre a educação histórica e a formação cidadã, destacando desafios contemporâneos e propondo abordagens inovadoras. A pesquisa realiza uma contextualização histórica da evolução do ensino de História, identificando desafios como a polarização, a exclusão de narrativas marginalizadas e a pressão por resultados padronizados. Abordagens transformadoras foram propostas, incluindo a interdisciplinaridade, diversidade de perspectivas, uso de tecnologias emergentes e a promoção de habilidades práticas. A integração desses elementos busca não apenas transmitir conhecimento, mas também cultivar cidadãos críticos, reflexivos e engajados. Propostas adicionais incluem a promoção de experiências práticas, ênfase no desenvolvimento de habilidades práticas, aprendizagem colaborativa e avaliação formativa. Ademais, reconhece-se que a implementação efetiva dessas propostas exigirá esforços colaborativos, formação contínua de educadores e avaliação constante. Destaca-se a importância de uma perspectiva internacional, preparando os alunos para uma cidadania global em um mundo interconectado. A conclusão enfatiza a visão de uma educação histórica que não apenas informa, mas transforma, capacitando os alunos a contribuir ativamente para sociedades mais justas e inclusivas. A investigação serve como um chamado à ação, promovendo uma mudança significativa no paradigma educacional para enfrentar os desafios e oportunidades do século XXI
Educação do campo, das águas e das florestas: o campesinato no canto poético “Xote Ecológico”
Get PDFABSTRACT. This essay analyses the intersection between Rural Education, the representation of the peasantry in the song "Xote Ecologic" by Luiz Gonzaga and Aguinaldo Batista, and the socio-environmental impacts of the Belo Monte Dam in the Xingu. It explores Rural Education as a means of rural inclusion and development and investigates how the song reflects the relationship between the peasantry and environmental degradation. The methodology adopted in this study is based on contextualized critical analysis, aiming to understand the song in its broader socio-environmental context. This approach integrates two fundamental perspectives: musical hermeneutics and bibliographic review. The study highlights the critical representation of the peasantry in the song, revealing challenges and struggles for environmental preservation and contributes to the understanding of the complex interactions between society, environment, and peasant culture, and emphasizes the importance of Rural Education for equitable and sustainable development. Therefore, from this analysis, it becomes evident that the song "Xote Ecológico" transcends its artistic form and becomes a valuable document for understanding the complex interactions between society, environment, and culture, by reminding us of the importance of considering the environmental implications of modern agricultural practices and unbridled urban expansion.ABSTRACT. This essay analyses the intersection between Rural Education, the representation of the peasantry in the song "Xote Ecologic" by Luiz Gonzaga and Aguinaldo Batista, and the socio-environmental impacts of the Belo Monte Dam in the Xingu. It explores Rural Education as a means of rural inclusion and development and investigates how the song reflects the relationship between the peasantry and environmental degradation. The methodology adopted in this study is based on contextualized critical analysis, aiming to understand the song in its broader socio-environmental context. This approach integrates two fundamental perspectives: musical hermeneutics and bibliographic review. The study highlights the critical representation of the peasantry in the song, revealing challenges and struggles for environmental preservation and contributes to the understanding of the complex interactions between society, environment, and peasant culture, and emphasizes the importance of Rural Education for equitable and sustainable development. Therefore, from this analysis, it becomes evident that the song "Xote Ecológico" transcends its artistic form and becomes a valuable document for understanding the complex interactions between society, environment, and culture, by reminding us of the importance of considering the environmental implications of modern agricultural practices and unbridled urban expansion.RESUMEN. Este ensayo analiza la intersección entre la Educación Rural, la representación del campesinado en la canción "Xote Ecológico", de Luiz Gonzaga y Aguinaldo Batista, y los impactos socioambientales de la Central Hidroeléctrica Belo Monte en Xingu. Explora la Educación Rural como medio de inclusión y desarrollo rural e investiga cómo la música refleja la relación entre el campesinado y la degradación ambiental. La metodología adoptada en este estudio se basa en un análisis crítico contextualizado, con el objetivo de comprender la canción en su contexto socioambiental más amplio. Este enfoque integra das perspectivas fundamentales: la hermenéutica musical y la revisión bibliográfica. El estudio destacá-la la representación crítica del campesinado en la canción, revela desafíos y luchas por la preservación ambiental y contribuye a la comprensión de las complejas interacciones entre sociedad, medio ambiente y cultura campesina y enfatizá-la la importancia de la Educación Rural para el desarrollo equitativo y sostenible. Por lo tanto, a partir de este análisis, se hace evidente que la canción "Xote Ecológico" trasciende su forma artística y se convierte en un documento valioso para comprender las complejas interacciones entre sociedad, medio ambiente y cultura, al mismo tiempo que se recuerda la importancia de considerar las implicaciones ambientales de las prácticas agrícolas modernas y desenfrenadas. expansión urbana.
ABSTRACT. This essay analyses the intersection between Rural Education, the representation of the peasantry in the song "Xote Ecologic" by Luiz Gonzaga and Aguinaldo Batista, and the socio-environmental impacts of the Belo Monte Dam in the Xingu. It explores Rural Education as a means of rural inclusion and development and investigates how the song reflects the relationship between the peasantry and environmental degradation. The methodology adopted in this study is based on contextualized critical analysis, aiming to understand the song in its broader socio-environmental context. This approach integrates two fundamental perspectives: musical hermeneutics and bibliographic review. The study highlights the critical representation of the peasantry in the song, revealing challenges and struggles for environmental preservation and contributes to the understanding of the complex interactions between society, environment, and peasant culture, and emphasizes the importance of Rural Education for equitable and sustainable development. Therefore, from this analysis, it becomes evident that the song "Xote Ecológico" transcends its artistic form and becomes a valuable document for understanding the complex interactions between society, environment, and culture, by reminding us of the importance of considering the environmental implications of modern agricultural practices and unbridled urban expansion.Este ensaio analisa a interseção entre Educação do Campo, a representação do campesinato na canção "Xote Ecológico", de Luiz Gonzaga e Aguinaldo Batista, e os impactos socioambientais da Hidrelétrica de Belo Monte no Xingu. Explora a Educação do Campo como meio de inclusão e desenvolvimento rurais e investiga como a música reflete a relação entre o campesinato e a degradação ambiental. A metodologia adotada neste estudo se baseia na análise crítica contextualizada, visando compreender a canção em seu contexto socioambiental mais amplo. Essa abordagem integra duas perspectivas fundamentais: a hermenêutica musical e a revisão bibliográfica. O estudo destaca a representação crítica do campesinato na canção, revelando desafios e lutas pela preservação ambiental e contribui para a compreensão das complexas interações entre sociedade, ambiente e cultura camponesa, enfatizando a importância da Educação do Campo para um desenvolvimento equitativo e sustentável. Portanto, a partir desta análise, é evidente que a canção "Xote Ecológico" transcende sua forma artística e se torna um documento valioso para a compreensão das interações complexas entre sociedade, ambiente e cultura, ao lembrar da importância de considerar as implicações ambientais das práticas agrícolas modernas e da expansão urbana desenfreada.
Palavras-chave: educação do campo, canção xote ecológico, região Xingu, impactos ambientais.
Education of the countryside, waters and forests: the peasantry in the poetic song “Xote Ecológico”
ABSTRACT. This essay analyses the intersection between Rural Education, the representation of the peasantry in the song "Xote Ecologic" by Luiz Gonzaga and Aguinaldo Batista, and the socio-environmental impacts of the Belo Monte Dam in the Xingu. It explores Rural Education as a means of rural inclusion and development and investigates how the song reflects the relationship between the peasantry and environmental degradation. The methodology adopted in this study is based on contextualized critical analysis, aiming to understand the song in its broader socio-environmental context. This approach integrates two fundamental perspectives: musical hermeneutics and bibliographic review. The study highlights the critical representation of the peasantry in the song, revealing challenges and struggles for environmental preservation and contributes to the understanding of the complex interactions between society, environment, and peasant culture, and emphasizes the importance of Rural Education for equitable and sustainable development. Therefore, from this analysis, it becomes evident that the song "Xote Ecológico" transcends its artistic form and becomes a valuable document for understanding the complex interactions between society, environment, and culture, by reminding us of the importance of considering the environmental implications of modern agricultural practices and unbridled urban expansion.
Keywords: rural education, ecological xote song, Xingu region, environmental impacts.
Educación del campo, las águas y los bosques: el campesinado en la canción poética "Xote Ecológico"
RESUMEN. Este ensayo analiza la intersección entre la Educación Rural, la representación del campesinado en la canción "Xote Ecológico", de Luiz Gonzaga y Aguinaldo Batista, y los impactos socioambientales de la Central Hidroeléctrica Belo Monte en Xingu. Explora la Educación Rural como medio de inclusión y desarrollo rural e investiga cómo la música refleja la relación entre el campesinado y la degradación ambiental. La metodología adoptada en este estudio se basa en un análisis crítico contextualizado, con el objetivo de comprender la canción en su contexto socioambiental más amplio. Este enfoque integra das perspectivas fundamentales: la hermenéutica musical y la revisión bibliográfica. El estudio destacá-la la representación crítica del campesinado en la canción, revela desafíos y luchas por la preservación ambiental y contribuye a la comprensión de las complejas interacciones entre sociedad, medio ambiente y cultura campesina y enfatizá-la la importancia de la Educación Rural para el desarrollo equitativo y sostenible. Por lo tanto, a partir de este análisis, se hace evidente que la canción "Xote Ecológico" trasciende su forma artística y se convierte en un documento valioso para comprender las complejas interacciones entre sociedad, medio ambiente y cultura, al mismo tiempo que se recuerda la importancia de considerar las implicaciones ambientales de las prácticas agrícolas modernas y desenfrenadas. expansión urbana.
Palabras clave: educación rural, canto ecológico xote, región Xingu, impactos ambientales
Oficina de brinquedos com materiais recicláveis: relato de experiência pedagógica na Educação Física Escolar
Get PDFABSTRACT. School Physical Education is based on the Body Culture of Movement, and movement is understood as a tool for the expression of ideas, thoughts and feelings. Thus, based on the Curriculum Matrix proposed for the discipline of Physical Education and considering the Quarterly Planning outlined by the teacher, the pedagogical practice "Toy workshop with recyclable materials", explained in this experience report, has as its starting point the diagnostic evaluation and the planning of pedagogical activities according to the cultural and social reality of each child. The action was developed with students from cycle I of Elementary School, being students from the first to the fifth year, totaling 300 students aged six to 10 years, being organized in three different moments. The evaluation, both of the proposed pedagogical action and of its impact on the teaching and learning process, was carried out through photos, videos and drawings produced by the children themselves. The sharing of knowledge through the elaboration of toys provided the children with the opportunity to feel active agents of the teaching and learning process of their classmates, expanding feelings of empathy, mutual respect and otherness in the group.ABSTRACT. School Physical Education is based on the Body Culture of Movement, and movement is understood as a tool for the expression of ideas, thoughts and feelings. Thus, based on the Curriculum Matrix proposed for the discipline of Physical Education and considering the Quarterly Planning outlined by the teacher, the pedagogical practice "Toy workshop with recyclable materials", explained in this experience report, has as its starting point the diagnostic evaluation and the planning of pedagogical activities according to the cultural and social reality of each child. The action was developed with students from cycle I of Elementary School, being students from the first to the fifth year, totaling 300 students aged six to 10 years, being organized in three different moments. The evaluation, both of the proposed pedagogical action and of its impact on the teaching and learning process, was carried out through photos, videos and drawings produced by the children themselves. The sharing of knowledge through the elaboration of toys provided the children with the opportunity to feel active agents of the teaching and learning process of their classmates, expanding feelings of empathy, mutual respect and otherness in the group.
Keywords: School Physical Education, Toys, recyclable materials, body culture of movement, environment.RESUMEN. La Educación Física Escolar se basa en la Cultura Corporal del Movimiento, y el movimiento se entiende como una herramienta para la expresión de ideas, pensamientos y sentimientos. Así, a partir de la Matriz Curricular propuesta para la disciplina de Educación Física y considerando la Planificación Trimestral trazada por el docente, la práctica pedagógica "Taller de juguetes con materiales reciclables", explicada en este relato de experiencia, tiene como punto de partida la evaluación diagnóstica y la planificación de actividades pedagógicas de acuerdo a la realidad cultural y social de cada niño. La acción se desarrolló con alumnos del ciclo I de Educación Primaria, siendo alumnos de primero a quinto año, totalizando 300 alumnos con edades comprendidas entre los seis y los 10 años, organizándose en tres momentos diferentes. La evaluación, tanto de la acción pedagógica propuesta como de su impacto en el proceso de enseñanza y aprendizaje, se llevó a cabo a través de fotos, videos y dibujos producidos por los propios niños. El intercambio de conocimientos a través de la elaboración de juguetes brindó a los niños la oportunidad de sentirse agentes activos del proceso de enseñanza y aprendizaje de sus compañeros, ampliando los sentimientos de empatía, respeto mutuo y alteridad en el grupo.
Palabras clave: Educación Física Escolar, Juguetes, materiales reciclables, cultura corporal del movimiento, medio ambiente.ABSTRACT. School Physical Education is based on the Body Culture of Movement, and movement is understood as a tool for the expression of ideas, thoughts and feelings. Thus, based on the Curriculum Matrix proposed for the discipline of Physical Education and considering the Quarterly Planning outlined by the teacher, the pedagogical practice "Toy workshop with recyclable materials", explained in this experience report, has as its starting point the diagnostic evaluation and the planning of pedagogical activities according to the cultural and social reality of each child. The action was developed with students from cycle I of Elementary School, being students from the first to the fifth year, totaling 300 students aged six to 10 years, being organized in three different moments. The evaluation, both of the proposed pedagogical action and of its impact on the teaching and learning process, was carried out through photos, videos and drawings produced by the children themselves. The sharing of knowledge through the elaboration of toys provided the children with the opportunity to feel active agents of the teaching and learning process of their classmates, expanding feelings of empathy, mutual respect and otherness in the group.A Educação Física Escolar fundamenta - se na Cultura Corporal de Movimento, sendo o movimento entendido como uma ferramenta para a expressão de ideias, pensamentos e sentimentos. Desta forma, com base na Matriz Curricular proposta para a disciplina de Educação Física e considerando o Planejamento Trimestral delineado pelo docente, a prática pedagógica “Oficina de brinquedos com materiais recicláveis”, explicitada neste relato de experiência, tem como ponto de partida a avaliação diagnóstica e o planejamento das atividades pedagógicas conforme a realidade cultural e social de cada criança. A ação foi desenvolvida com estudantes do ciclo I do Ensino Fundamental, sendo estudantes do primeiro ao quinto ano, somando ao todo 300 estudantes com idades de seis aos 10 anos, sendo organizada em três momentos distintos. A avaliação, tanto da ação pedagógica proposta quanto do impacto desta em relação ao processo de ensino e aprendizagem, foi realizada através de fotos, vídeos e desenhos produzidos pelas próprias crianças. O compartilhamento de saberes e conhecimentos através da elaboração dos brinquedos oportunizou que as crianças se sentissem agentes ativos do processo de ensino e aprendizagem dos colegas de turma, ampliando sentimentos de empatia, respeito mútuo e alteridade no grupo.
Palavras-chave: educação física escolar, brinquedos, materiais recicláveis, cultura corporal de movimento, meio ambiente.
Toy workshop with recyclable materials: report of pedagogical experience in School Physical Education
ABSTRACT. School Physical Education is based on the Body Culture of Movement, and movement is understood as a tool for the expression of ideas, thoughts and feelings. Thus, based on the Curriculum Matrix proposed for the discipline of Physical Education and considering the Quarterly Planning outlined by the teacher, the pedagogical practice "Toy workshop with recyclable materials", explained in this experience report, has as its starting point the diagnostic evaluation and the planning of pedagogical activities according to the cultural and social reality of each child. The action was developed with students from cycle I of Elementary School, being students from the first to the fifth year, totaling 300 students aged six to 10 years, being organized in three different moments. The evaluation, both of the proposed pedagogical action and of its impact on the teaching and learning process, was carried out through photos, videos and drawings produced by the children themselves. The sharing of knowledge through the elaboration of toys provided the children with the opportunity to feel active agents of the teaching and learning process of their classmates, expanding feelings of empathy, mutual respect and otherness in the group.
Keywords: school physical education, toys, recyclable materials, body culture of movement, environment.
Taller de juguetes con materiales reciclables: relato de experiencia pedagógica en Educación Física Escolar
RESUMEN. La Educación Física Escolar se basa en la Cultura Corporal del Movimiento, y el movimiento se entiende como una herramienta para la expresión de ideas, pensamientos y sentimientos. Así, a partir de la Matriz Curricular propuesta para la disciplina de Educación Física y considerando la Planificación Trimestral trazada por el docente, la práctica pedagógica "Taller de juguetes con materiales reciclables", explicada en este relato de experiencia, tiene como punto de partida la evaluación diagnóstica y la planificación de actividades pedagógicas de acuerdo a la realidad cultural y social de cada niño. La acción se desarrolló con alumnos del ciclo I de Educación Primaria, siendo alumnos de primero a quinto año, totalizando 300 alumnos con edades comprendidas entre los seis y los 10 años, organizándose en tres momentos diferentes. La evaluación, tanto de la acción pedagógica propuesta como de su impacto en el proceso de enseñanza y aprendizaje, se llevó a cabo a través de fotos, videos y dibujos producidos por los propios niños. El intercambio de conocimientos a través de la elaboración de juguetes brindó a los niños la oportunidad de sentirse agentes activos del proceso de enseñanza y aprendizaje de sus compañeros, ampliando los sentimientos de empatía, respeto mutuo y alteridad en el grupo.
Palabras clave: educación física escolar, juguetes, materiales reciclables, cultura corporal del movimiento, medio ambiente
Saberes socioculturais de povos indígenas do Tocantins: alguns diálogos interculturais no ensino
Get PDFABSTRACT. Sociocultural practices and knowledge associated with the teaching of Mathematics have been the subject of increasingly frequent research in academic circles. There is a permanent need for effective actions involving formative processes at different levels of education and connections between curricular knowledge developed in basic education and sociocultural practices. The objective of this work was to develop discussions and reflections, based on an experience report carried out, associated with sociocultural practices, between two indigenous peoples located in the state of Tocantins: Xerente and Apinajé, such as log races, the production of arapucas and numbering systems, with the aim of establishing an intercultural dialogue between these sociocultural practices and the school knowledge informed in the official curricula. This is a descriptive and critical experience report, in which the procedures adopted are configured in debates and discussions about interculturality and the nature of sociocultural knowledge, present in the context of research. The results show the need for more effective discussions associated with awareness-raising in relation to the intercultural debate. This debate involves the need to discuss possibilities for implementing teaching practices associated with intercultural knowledge in the indigenous context.ABSTRACT. Sociocultural practices and knowledge associated with the teaching of Mathematics have been the subject of increasingly frequent research in academic circles. There is a permanent need for effective actions involving formative processes at different levels of education and connections between curricular knowledge developed in basic education and sociocultural practices. The objective of this work was to develop discussions and reflections, based on an experience report carried out, associated with sociocultural practices, between two indigenous peoples located in the state of Tocantins: Xerente and Apinajé, such as log races, the production of arapucas and numbering systems, with the aim of establishing an intercultural dialogue between these sociocultural practices and the school knowledge informed in the official curricula. This is a descriptive and critical experience report, in which the procedures adopted are configured in debates and discussions about interculturality and the nature of sociocultural knowledge, present in the context of research. The results show the need for more effective discussions associated with awareness-raising in relation to the intercultural debate. This debate involves the need to discuss possibilities for implementing teaching practices associated with intercultural knowledge in the indigenous context.RESUMEN. Las prácticas y conocimientos socioculturales asociados a la enseñanza de las Matemáticas han sido objeto de investigaciones cada vez más frecuentes en el ámbito académico. Existe una necesidad permanente de acciones efectivas que involucren procesos formativos en diferentes niveles de enseñanza y conexiones entre los conocimientos curriculares desarrollados en la educación básica y las prácticas socioculturales. El objetivo de este trabajo fue desarrollar discusiones, en un relato de experiencia, asociada a las prácticas socioculturales, entre dos pueblos indígenas en el estado de Tocantins: Xerente y Apinajé, como las razas de troncos, la producción de arapucas y los sistemas de numeración, con el objetivo de establecer un diálogo intercultural entre estas prácticas socioculturales y los conocimientos escolares informados en los currículos oficiales. Trata de un relato de experiencia descriptivo y crítico, en el que los procedimientos se configuran en debates y discusiones sobre la interculturalidad y la naturaleza de los conocimientos socioculturales, presentes en el contexto de la investigación. Los resultados muestran la necesidad de discusiones más efectivas asociadas a la sensibilización en relación al debate intercultural. Este debate implica la necesidad de discutir posibilidades de implementación de prácticas de enseñanza asociadas a los conocimientos interculturales en el contexto indígena.ABSTRACT. Sociocultural practices and knowledge associated with the teaching of Mathematics have been the subject of increasingly frequent research in academic circles. There is a permanent need for effective actions involving formative processes at different levels of education and connections between curricular knowledge developed in basic education and sociocultural practices. The objective of this work was to develop discussions and reflections, based on an experience report carried out, associated with sociocultural practices, between two indigenous peoples located in the state of Tocantins: Xerente and Apinajé, such as log races, the production of arapucas and numbering systems, with the aim of establishing an intercultural dialogue between these sociocultural practices and the school knowledge informed in the official curricula. This is a descriptive and critical experience report, in which the procedures adopted are configured in debates and discussions about interculturality and the nature of sociocultural knowledge, present in the context of research. The results show the need for more effective discussions associated with awareness-raising in relation to the intercultural debate. This debate involves the need to discuss possibilities for implementing teaching practices associated with intercultural knowledge in the indigenous context.As práticas socioculturais e os saberes associados ao ensino de Matemática têm sido objeto de investigação, cada vez mais frequentes, nos meios acadêmicos. Nota-se uma necessidade permanente de ações efetivas, envolvendo processos formativos, em diferentes níveis de ensino e conexões entre os conhecimentos curriculares desenvolvidos na educação básica e práticas socioculturais. O objetivo deste trabalho foi desenvolver discussões e reflexões, com base em um relato de experiência realizado, associadas às práticas socioculturais, entre dois povos indígenas, localizados, do estado do Tocantins: Xerente e Apinajé, como, por exemplo, as corridas de tora, a produção de arapucas e os sistemas de numeração, com o intuito de se estabelecer um diálogo intercultural entre estas práticas socioculturais e o conhecimento escolar informado nos currículos oficiais. Trata-se de um relato de experiência descritivo e crítico, em que os procedimentos adotados estão configurados em debates e discussões sobre a interculturalidade e a natureza dos conhecimentos socioculturais, presentes no contexto de investigação. Os resultados evidenciados apontam a necessidade de discussões mais efetivas associadas a uma tomada de consciência, em relação ao debate intercultural, que passa pela necessidade em discutir possibilidades de efetivação de práticas de ensino associadas aos conhecimentos interculturais, no contexto indígena.
Palavras-chave: práticas socioculturais indígenas, Conhecimento escolar, interculturalidade, educação bilingue.
Socio-cultural knowledge of the indigenous peoples of Tocantins: some intercultural dialogues in teaching
ABSTRACT. Sociocultural practices and knowledge associated with the teaching of Mathematics have been the subject of increasingly frequent research in academic circles. There is a permanent need for effective actions involving formative processes at different levels of education and connections between curricular knowledge developed in basic education and sociocultural practices. The objective of this work was to develop discussions and reflections, based on an experience report carried out, associated with sociocultural practices, between two indigenous peoples located in the state of Tocantins: Xerente and Apinajé, such as log races, the production of arapucas and numbering systems, with the aim of establishing an intercultural dialogue between these sociocultural practices and the school knowledge informed in the official curricula. This is a descriptive and critical experience report, in which the procedures adopted are configured in debates and discussions about interculturality and the nature of sociocultural knowledge, present in the context of research. The results show the need for more effective discussions associated with awareness-raising in relation to the intercultural debate. This debate involves the need to discuss possibilities for implementing teaching practices associated with intercultural knowledge in the indigenous context.
Keywords: indigenous sociocultural practices, school knowledge, interculturality, bilingual Education.
Conocimientos socioculturales de los pueblos indígenas de Tocantins: algunos diálogos interculturales en la enseñanza
RESUMEN. Las prácticas y conocimientos socioculturales asociados a la enseñanza de las Matemáticas han sido objeto de investigaciones cada vez más frecuentes en el ámbito académico. Existe una necesidad permanente de acciones efectivas que involucren procesos formativos en diferentes niveles de enseñanza y conexiones entre los conocimientos curriculares desarrollados en la educación básica y las prácticas socioculturales. El objetivo de este trabajo fue desarrollar discusiones, en un relato de experiencia, asociada a las prácticas socioculturales, entre dos pueblos indígenas en el estado de Tocantins: Xerente y Apinajé, como las razas de troncos, la producción de arapucas y los sistemas de numeración, con el objetivo de establecer un diálogo intercultural entre estas prácticas socioculturales y los conocimientos escolares informados en los currículos oficiales. Trata de un relato de experiencia descriptivo y crítico, en el que los procedimientos se configuran en debates y discusiones sobre la interculturalidad y la naturaleza de los conocimientos socioculturales, presentes en el contexto de la investigación. Los resultados muestran la necesidad de discusiones más efectivas asociadas a la sensibilización en relación al debate intercultural. Este debate implica la necesidad de discutir posibilidades de implementación de prácticas de enseñanza asociadas a los conocimientos interculturales en el contexto indígena.
Palabras clave: prácticas socioculturales indígenas, saberes escolares, interculturalidad, educación bilingüe
A formação do professor reflexivo e identidade docente: reflexões e perspectivas formadas no Programa Residência Pedagógica
Get PDFABSTRACT. This article aims to share learnings and reflections developed on the formation of critical reflective teaching identity through participation in the Pedagogical Residency Program. It therefore aims to analyze the importance of the inseparability between theory and practice for the formation of teaching identity from a critical reflective perspective, based on the challenges experienced by teachers in the classroom. This is a qualitative study in the format of an experience report, which has as its object of study one of the classes carried out in the Pedagogy Residency Program of the Pedagogy Course. To do so, we based ourselves on authors such as Formosinho (2005), Pimenta (2005), Oliveira (2010), among others. Concluding with the affirmation of the importance of PRP in the training of undergraduate students and the importance of collective work between teachers in basic education and higher education.ABSTRACT. This article aims to share learnings and reflections developed on the formation of critical reflective teaching identity through participation in the Pedagogical Residency Program. It therefore aims to analyze the importance of the inseparability between theory and practice for the formation of teaching identity from a critical reflective perspective, based on the challenges experienced by teachers in the classroom. This is a qualitative study in the format of an experience report, which has as its object of study one of the classes carried out in the Pedagogy Residency Program of the Pedagogy Course. To do so, we based ourselves on authors such as Formosinho (2005), Pimenta (2005), Oliveira (2010), among others. Concluding with the affirmation of the importance of PRP in the training of undergraduate students and the importance of collective work between teachers in basic education and higher education.RESUMEN. Este artículo pretende compartir aprendizajes y reflexiones desarrolladas sobre la formación de la identidad docente reflexiva crítica a través de la participación en el Programa de Residencia Pedagógica. Se pretende, por tanto, analizar la importancia de la inseparabilidad entre teoría y práctica para la formación de la identidad docente desde una perspectiva reflexiva crítica, a partir de los desafíos vividos por los docentes en el aula. Se trata de un estudio cualitativo en formato de relato de experiencia, que tiene como objeto de estudio una de las clases realizadas en el Programa de Residencia en Pedagogía de la Carrera de Pedagogía. Para ello nos basamos en autores como Formosinho (2005), Pimenta (2005), Oliveira (2010), entre otros. Concluyendo con la afirmación de la importancia del PRP en la formación de estudiantes de pregrado y la importancia del trabajo colectivo entre docentes de educación básica y educación superior.ABSTRACT. This article aims to share learnings and reflections developed on the formation of critical reflective teaching identity through participation in the Pedagogical Residency Program. It therefore aims to analyze the importance of the inseparability between theory and practice for the formation of teaching identity from a critical reflective perspective, based on the challenges experienced by teachers in the classroom. This is a qualitative study in the format of an experience report, which has as its object of study one of the classes carried out in the Pedagogy Residency Program of the Pedagogy Course. To do so, we based ourselves on authors such as Formosinho (2005), Pimenta (2005), Oliveira (2010), among others. Concluding with the affirmation of the importance of PRP in the training of undergraduate students and the importance of collective work between teachers in basic education and higher education.O presente artigo intenciona compartilhar aprendizagens e reflexões desenvolvidas sobre a formação da identidade crítico reflexiva docente a partir da participação no Programa Residência Pedagógica. Objetiva assim, analisar a importância da indissociabilidade entre teoria e prática para a formação da identidade docente numa perspectiva crítico reflexiva, a partir dos desafios vivenciados pelos professores em sala de aula. Trata-se de um estudo de cunho qualitativo no formato de relato de experiência, que tem como objeto de estudo uma das regências realizadas no Programa Residência Pedagógica do Curso de Pedagogia. Para tanto nos embasamos em autores(as) como Formosinho (2005), Pimenta (2005), Oliveira (2010), dentre outros. Concluindo com a afirmativa da importância do PRP na formação dos licenciandos e a importância do trabalho coletivo entre professores da rede básica de ensino e do ensino superior.
Palavras-chave: identidade docente; formação crítico reflexiva; residência pedagógica; educação infantil.
Reflective teacher training and teacher identity: reflections and perspectives formed in the Pedagogical Residency Program
ABSTRACT. This article aims to share learnings and reflections developed on the formation of critical reflective teaching identity through participation in the Pedagogical Residency Program. It therefore aims to analyze the importance of the inseparability between theory and practice for the formation of teaching identity from a critical reflective perspective, based on the challenges experienced by teachers in the classroom. This is a qualitative study in the format of an experience report, which has as its object of study one of the classes carried out in the Pedagogy Residency Program of the Pedagogy Course. To do so, we based ourselves on authors such as Formosinho (2005), Pimenta (2005), Oliveira (2010), among others. Concluding with the affirmation of the importance of PRP in the training of undergraduate students and the importance of collective work between teachers in basic education and higher education.
Keywords: teaching identity; critical reflective training; pedagogical residency; early childhood education.
Formación docente reflexiva e identidad docente: reflexiones y perspectivas formadas en el Programa de Residencia Pedagógica
RESUMEN. Este artículo pretende compartir aprendizajes y reflexiones desarrolladas sobre la formación de la identidad docente reflexiva crítica a través de la participación en el Programa de Residencia Pedagógica. Se pretende, por tanto, analizar la importancia de la inseparabilidad entre teoría y práctica para la formación de la identidad docente desde una perspectiva reflexiva crítica, a partir de los desafíos vividos por los docentes en el aula. Se trata de un estudio cualitativo en formato de relato de experiencia, que tiene como objeto de estudio una de las clases realizadas en el Programa de Residencia en Pedagogía de la Carrera de Pedagogía. Para ello nos basamos en autores como Formosinho (2005), Pimenta (2005), Oliveira (2010), entre otros. Concluyendo con la afirmación de la importancia del PRP en la formación de estudiantes de pregrado y la importancia del trabajo colectivo entre docentes de educación básica y educación superior.
Palabras clave: identidad docente; formación reflexiva crítica; residencia pedagógica; educación infantil
O Ensino por Investigação como promotor do Letramento Científico em Curso Técnico Integrado em Controle Ambiental
Get PDFABSTRACT. Science education involves scientific literacy; it is essential that students not only memorize knowledge but also learn to produce it. The objective of this report is to demonstrate learning in the subjects of Applied Statistics and Ecology of the Environmental Control Technician course at Colégio Estadual Professor José Carneiro de Brito Cívico-Militar. We use the active methodology known as Inquiry-Based Learning, which allows students to engage in scientific production, contributing to their technical training, scientific literacy, and youth protagonism. The school has a vegetable garden, so we have developed a series of practices where students carry out sample design, sampling, and identification of weed species in that area. This data collection served as the basis for the initial steps in preparing a phytosociological study of this community, which will be developed throughout 2024. The practices allowed students to demonstrate and develop various skills in both subjects, contributing to their life projects and academic growth. In summary, Inquiry-Based Learning brings us closer to scientific literacy by placing students as protagonists in the construction of scientific knowledge.Science education involves scientific literacy; it is essential that students not only memorize knowledge but also learn to produce it. The objective of this report is to demonstrate learning in the subjects of Applied Statistics and Ecology of the Environmental Control Technician course at Colégio Estadual Professor José Carneiro de Brito Cívico-Militar. We use the active methodology known as Inquiry-Based Learning, which allows students to engage in scientific production, contributing to their technical training, scientific literacy, and youth protagonism. The school has a vegetable garden, so we have developed a series of practices where students carry out sample design, sampling, and identification of weed species in that area. This data collection served as the basis for the initial steps in preparing a phytosociological study of this community, which will be developed throughout 2024. The practices allowed students to demonstrate and develop various skills in both subjects, contributing to their life projects and academic growth. In summary, Inquiry-Based Learning brings us closer to scientific literacy by placing students as protagonists in the construction of scientific knowledge.La enseñanza de las ciencias implica alfabetización científica; es fundamental que los estudiantes no sólo memoricen conocimientos, sino que también aprendan a producirlos. El objetivo de este informe es demostrar el aprendizaje en las materias de Estadística Aplicada y Ecología del curso Técnico en Control Ambiental del Colégio Estadual Profesor José Carneiro de Brito Cívico-Militar. Utilizamos la metodología activa conocida como Enseñanza por Investigación, que permite a los estudiantes realizar producción científica, contribuyendo a su formación técnica, alfabetización científica y protagonismo juvenil. El colegio cuenta con un huerto, por lo que creamos una serie de prácticas donde los estudiantes realizan diseño de muestreo, muestreo e identificación de especies de arvenses en esa zona. Esta recolección de datos sirvió de base para los primeros pasos en la elaboración de un estudio fitosociológico de esta comunidad, que se desarrollará a lo largo de 2024. Las prácticas permitieron a los estudiantes demostrar y desarrollar diferentes habilidades en ambas disciplinas, contribuyendo a sus proyectos de vida y crecimiento académico. En resumen, la Enseñanza por Investigación nos acerca a la alfabetización científica al colocar a los estudiantes como protagonistas en la construcción del conocimiento científico.ABSTRACT. Science education involves scientific literacy; it is essential that students not only memorize knowledge but also learn to produce it. The objective of this report is to demonstrate learning in the subjects of Applied Statistics and Ecology of the Environmental Control Technician course at Colégio Estadual Professor José Carneiro de Brito Cívico-Militar. We use the active methodology known as Inquiry-Based Learning, which allows students to engage in scientific production, contributing to their technical training, scientific literacy, and youth protagonism. The school has a vegetable garden, so we have developed a series of practices where students carry out sample design, sampling, and identification of weed species in that area. This data collection served as the basis for the initial steps in preparing a phytosociological study of this community, which will be developed throughout 2024. The practices allowed students to demonstrate and develop various skills in both subjects, contributing to their life projects and academic growth. In summary, Inquiry-Based Learning brings us closer to scientific literacy by placing students as protagonists in the construction of scientific knowledge.O Ensino de Ciências passa pelo letramento científico, sendo fundamental que os estudantes não apenas memorizem conhecimentos como aprendam a produzi-lo. O objetivo deste relato é demonstrar a aprendizagem nas disciplinas de Estatística Aplicada e Ecologia do curso Técnico em Controle Ambiental do Colégio Estadual Professor José Carneiro de Brito Cívico-Militar. Utilizamos a metodologia ativa conhecida como Ensino por Investigação que permite aos estudantes realizarem a produção científica, contribuindo para sua formação técnica, letramento científico e protagonismo juvenil. O colégio possui uma horta, então elaboramos uma série de práticas onde os estudantes realizam o delineamento amostral, amostragem e identificação das espécies de plantas daninhas naquela área Esta coleta de dados serviu como base para os primeiros passos na elaboração de um estudo da fitossociologia dessa comunidade, que será desenvolvido ao longo do ano de 2024. As práticas permitiram aos estudantes demonstrarem e desenvolverem diferentes habilidades em ambas as disciplinas, contribuindo para seus projetos de vida e crescimento acadêmico. Em síntese, a Ensino por Investigação nos aproxima do letramento científico ao colocar os estudantes como protagonistas da construção do conhecimento científico.
Palavras-chave: ecologia, ensino de biologia, ensino por investigação, letramento, protagonismo.
Teaching through Research as a promoter of Scientific Literacy in an Integrated Technical Course in Environmental Control
ABSTRACT. Science education involves scientific literacy; it is essential that students not only memorize knowledge but also learn to produce it. The objective of this report is to demonstrate learning in the subjects of Applied Statistics and Ecology of the Environmental Control Technician course at Colégio Estadual Professor José Carneiro de Brito Cívico-Militar. We use the active methodology known as Inquiry-Based Learning, which allows students to engage in scientific production, contributing to their technical training, scientific literacy, and youth protagonism. The school has a vegetable garden, so we have developed a series of practices where students carry out sample design, sampling, and identification of weed species in that area. This data collection served as the basis for the initial steps in preparing a phytosociological study of this community, which will be developed throughout 2024. The practices allowed students to demonstrate and develop various skills in both subjects, contributing to their life projects and academic growth. In summary, Inquiry-Based Learning brings us closer to scientific literacy by placing students as protagonists in the construction of scientific knowledge.
Keywords: ecology, biology teaching, research-based Teaching, literacy, protagonism.
La Enseñanza a través de la Investigación como promotora de la Alfabetización Científica en un Curso Técnico Integrado en Control Ambiental
RESUMEN. La enseñanza de las ciencias implica alfabetización científica; es fundamental que los estudiantes no sólo memoricen conocimientos, sino que también aprendan a producirlos. El objetivo de este informe es demostrar el aprendizaje en las materias de Estadística Aplicada y Ecología del curso Técnico en Control Ambiental del Colégio Estadual Profesor José Carneiro de Brito Cívico-Militar. Utilizamos la metodología activa conocida como Enseñanza por Investigación, que permite a los estudiantes realizar producción científica, contribuyendo a su formación técnica, alfabetización científica y protagonismo juvenil. El colegio cuenta con un huerto, por lo que creamos una serie de prácticas donde los estudiantes realizan diseño de muestreo, muestreo e identificación de especies de arvenses en esa zona. Esta recolección de datos sirvió de base para los primeros pasos en la elaboración de un estudio fitosociológico de esta comunidad, que se desarrollará a lo largo de 2024. Las prácticas permitieron a los estudiantes demostrar y desarrollar diferentes habilidades en ambas disciplinas, contribuyendo a sus proyectos de vida y crecimiento académico. En resumen, la Enseñanza por Investigación nos acerca a la alfabetización científica al colocar a los estudiantes como protagonistas en la construcción del conocimiento científico.
Palabras clave: ecología, enseñanza de la biología, enseñanza basada en la investigación, alfabetización, protagonismo
DANÇAR NO SALTO ALTO COMO PRÁTICA DE LINGUAGEM E(M) EDUCAÇÃO PERFORMATIVA: TERRITÓRIOS PARA ENUNCIAR DISCURSOS DE CORPOS DISSIDENTES
Get PDFThis article explores possible artistic-pedagogical practices of Heels dance in dance studios as an enunciation of discourses of dissident bodies related to gender identity issues. Given the increase in non-formal dance schools in Brazil, it is necessary to update current teaching methodologies in these contexts based on the fact that Heels classes are made up mostly of marginalized bodies, i.e., groups that are made invisible by society, such as women and the LGBTQIA+ community. Our research draws on theoretical perspectives and methodological approaches in the field of Performative Education and seeks to expand knowledge on Heels dance.Este artigo investiga possíveis práticas artístico-pedagógicas da dança Heels em academias de dança, como enunciação de discursos de corpos dissidentes relacionados a questões de identidade de gênero. Diante do aumento de espaços não-formais de ensino dessa dança no Brasil, faz-se necessário atualizar metodologias de ensino vigentes nesses contextos a partir da constatação de que o público das aulas de Heels é composto majoritariamente por corpos marginalizados e invisibilizados pela sociedade, como mulheres e comunidade LGBTQIA+. Nossa pesquisa fundamenta-se nos estudos em Educação Performativa e intenta ampliar os conhecimentos sobre Heels e incentivar processos formativos em dança que sejam mais inclusivos