Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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SE DIAMANTE, ENTÃO ILUMINE: ESTIMULANDO A PRODUÇÃO CRIATIVA DE SLIDES A PARTIR DA CONSTITUIÇÃO EM MIÚDOS II NO ÂMBITO DO INSTITUTO FEDERAL DO MARANHÃO DE IMPERATRIZ
Full text linkThe research aims to analyze an appropriate educational practice to encourage quality education, listed as Sustainable Development Goal (SDG) 4. A deductive and empirical/experimental method was adopted, starting from a bibliographic and documentary survey, combined with the use of content analysis, field research, primary data collection, and questionnaires administered to students at the Federal Institute of Maranhão (IFMA), Imperatriz-MA. Considering the theoretical reflection on quality education and human rights, when undertaking research in the field of media studies, it is inferred that, for compliance with SDG 4, it is pertinent to aggregate knowledge about inclusive education, data, and technology.A pesquisa tem como objetivo analisar a prática educativa apropriada para estímulo à educação de qualidade, elencada como Objetivo de Desenvolvimento Sustentável (ODS) 4. Nesse sentido, adotou-se método dedutivo e empírico/experimental, a partir do levantamento bibliográfico-documental, aliado ao uso da análise de conteúdo, pesquisa de campo, coleta de dados primários e questionários aplicados aos alunos do Instituto Federal do Maranhão (IFMA), Imperatriz-MA. Considerando a reflexão teórica sobre a educação de qualidade e direitos humanos, ao empreender investigação no campo de estudos midiáticos, infere-se que, para observância do ODS 4, é pertinente agregar saberes sobre educação inclusiva, dados e tecnologia
ENTRE MUNDOS E MELODIAS: ANCESTRALIDADE E RESISTÊNCIA EM O MÚSICO, DE HELOÍSA PRIETO
Full text linkThe aim of this analytical review is to examine Heloísa Prieto's O Músico in the light of fantastic literature and post-colonial criticism. The corpus consists of a novel that interweaves music, mythology and ancestral knowledge. The methodology is based on qualitative analysis of literary content, with an interpretative approach. The theoretical foundation includes concepts of fantastic realism, cultural hybridity and indigenous epistemologies. The results show a narrative that breaks down dichotomies between the real and the imaginary, valuing cultural diversity and art as a force for resistance and reconnection with the ancestral.A presente resenha analítica tem como objetivo examinar a obra O Músico, de Heloísa Prieto, à luz da literatura fantástica e da crítica pós-colonial. O corpus consiste no romance que entrelaça música, mitologia e saberes ancestrais. A metodologia baseia-se em análise qualitativa de conteúdo literário, com enfoque interpretativo. A fundamentação teórica inclui conceitos de realismo fantástico, hibridismo cultural e epistemologias indígenas. Os resultados evidenciam uma narrativa que rompe dicotomias entre real e imaginário, valorizando a diversidade cultural e a arte como força de resistência e reconexão com o ancestral
ANALISANDO UM TERRITÓRIO: as fragilidades e potencialidades da Costa da Conceição (Itacoatiara, Amazonas, Brasil)
Full text linkThis study analyzed the potentialities and vulnerabilities of Costa da Conceição in the municipality of Itacoatiara, Amazonas, Brazil. Interviews and questionnaires were conducted with 60 families from three communities in the area. Data tabulation led to the construction of a SWOT matrix and problem trees for territorial management. The identified potentialities, such as the use of natural resources and cultural values, ensure the transmission of knowledge within the territory. On the other hand, key vulnerabilities include precarious energy infrastructure—causing economic losses—a lack of potable water, and the absence of a health post, in addition to natural environmental pressures. These challenges demand adaptability from the local social actors and call for attention from public authorities. This study goes beyond mere comprehension, aiming to foster a attentive perspective on the region and contribute to the design of targeted public policies that promote the well-being of current and future generations.Este estudo analisou as potencialidades e fragilidades da Costa da Conceição do município de Itacoatiara-AM. Foram realizadas entrevistas e aplicação de formulários em 60 famílias de três comunidades da Costa. A tabulação dos dados, resultou na construção de uma Matriz F.O.F.A e árvores de problema sobre a gestão territorial. As potencialidades identificadas como o uso dos recursos naturais e os valores culturais oferecem ao território a garantia da transmissão de saberes. Por outro lado, as fragilidades, destacam-se a infraestrutura precária de energia, causando perdas econômicas, a carência de água potável e a ausência de um posto de saúde, além das pressões ambientais naturais que exigem dos sujeitos sociais da pesquisa a adaptabilidade sugerindo-se assim a atenção de autoridades públicas para o local. Este estudo não se limita a compreender, mas busca um olhar atento à região, contribuindo para que as políticas públicas sejam direcionadas e delineadas de maneira a promover o bem-estar das atuais e futuras gerações que ali residirão
Experiências de Agroecologia em escolas do campo de territórios da Reforma Agrária
Full text linkABSTRACT. This article results from the systematization of actions and formative experiences within the project “Education and Agroecology in Rural Schools of Agrarian Reform Territories,” an initiative of the MST in partnership with allied organizations. The study, descriptive and analytical in nature, seeks to understand the collectively constructed educational processes and the integration of Agroecology into the pedagogical practices of rural schools. It adopts a qualitative approach, grounded in the systematization of experiences (Holliday, 2012) and militant research (Bringel & Varela, 2016), committed to the subjects and contexts involved. Based on Caldart (2023), Ribeiro et al. (2017), and Sousa (2017), it conceives Agroecology as a collective political and pedagogical process. The actions carried out in eleven schools between 2021 and 2024 demonstrate the strengthening of Political-Pedagogical Projects, the protagonism of educators and students, and the appreciation of territorial knowledge. It concludes that the integration between Agroecology and Rural Education enhances emancipatory practices within the territories of Agrarian Reform.ABSTRACT. This article results from the systematization of actions and formative experiences within the project “Education and Agroecology in Rural Schools of Agrarian Reform Territories,” an initiative of the MST in partnership with allied organizations. The study, descriptive and analytical in nature, seeks to understand the collectively constructed educational processes and the integration of Agroecology into the pedagogical practices of rural schools. It adopts a qualitative approach, grounded in the systematization of experiences (Holliday, 2012) and militant research (Bringel & Varela, 2016), committed to the subjects and contexts involved. Based on Caldart (2023), Ribeiro et al. (2017), and Sousa (2017), it conceives Agroecology as a collective political and pedagogical process. The actions carried out in eleven schools between 2021 and 2024 demonstrate the strengthening of Political-Pedagogical Projects, the protagonism of educators and students, and the appreciation of territorial knowledge. It concludes that the integration between Agroecology and Rural Education enhances emancipatory practices within the territories of Agrarian Reform.RESUMEN. Este artículo resulta de la sistematización de acciones y experiencias formativas del Proyecto “Educación y Agroecología en las Escuelas del Campo de los Territorios de la Reforma Agraria”, una iniciativa del MST en colaboración con organizaciones asociadas. El estudio, de carácter descriptivo y analítico, busca comprender los procesos educativos construidos colectivamente y la integración de la Agroecología en las prácticas pedagógicas de las escuelas del campo. Adopta un enfoque cualitativo, fundamentado en la sistematización de experiencias (Holliday, 2012) y en la investigación militante (Bringel y Varela, 2016), comprometida con los sujetos y contextos involucrados. Basado en Caldart (2023), Ribeiro et al. (2017) y Sousa (2017), comprende la Agroecología como un proceso político y pedagógico colectivo. Las acciones acompañadas en once escuelas entre 2021 y 2024 evidencian el fortalecimiento de los Proyectos Políticos Pedagógicos, el protagonismo de educadores(as) y estudiantes, y la valorización de los saberes territoriales. Se concluye que la integración entre Agroecología y Educación del Campo potencia prácticas emancipadoras en los territorios de la Reforma Agraria.ABSTRACT. This article results from the systematization of actions and formative experiences within the project “Education and Agroecology in Rural Schools of Agrarian Reform Territories,” an initiative of the MST in partnership with allied organizations. The study, descriptive and analytical in nature, seeks to understand the collectively constructed educational processes and the integration of Agroecology into the pedagogical practices of rural schools. It adopts a qualitative approach, grounded in the systematization of experiences (Holliday, 2012) and militant research (Bringel & Varela, 2016), committed to the subjects and contexts involved. Based on Caldart (2023), Ribeiro et al. (2017), and Sousa (2017), it conceives Agroecology as a collective political and pedagogical process. The actions carried out in eleven schools between 2021 and 2024 demonstrate the strengthening of Political-Pedagogical Projects, the protagonism of educators and students, and the appreciation of territorial knowledge. It concludes that the integration between Agroecology and Rural Education enhances emancipatory practices within the territories of Agrarian Reform.Este artigo resulta da sistematização de ações e experiências formativas do Projeto “Educação e Agroecologia nas Escolas do Campo de Territórios da Reforma Agrária”, iniciativa do MST em parceria com organizações parceiras. O estudo, de caráter descritivo e analítico, busca compreender os processos educativos construídos coletivamente e a integração da Agroecologia às práticas pedagógicas das escolas do campo. Adota abordagem qualitativa, fundamentada na sistematização de experiências (Holliday, 2012) e na pesquisa militante (Bringel & Varela, 2016), comprometida com os sujeitos e contextos envolvidos. Fundamentado em Caldart (2023), Ribeiro et al. (2017) e Sousa (2017), compreende a Agroecologia como processo político e pedagógico coletivo. As ações acompanhadas em onze escolas entre 2021 e 2024 evidenciam o fortalecimento dos Projetos Políticos Pedagógicos, o protagonismo de educadores(as) e estudantes e a valorização dos saberes territoriais. Conclui-se que a integração entre Agroecologia e Educação do Campo potencializa práticas emancipatórias nos territórios da Reforma Agrária.
Palavras-chave: agroecologia, educação do campo, reforma agrária, práticas, MST.
Agroecology experiences in rural schools in agrarian reform territories
ABSTRACT. This article results from the systematization of actions and formative experiences within the project “Education and Agroecology in Rural Schools of Agrarian Reform Territories,” an initiative of the MST in partnership with allied organizations. The study, descriptive and analytical in nature, seeks to understand the collectively constructed educational processes and the integration of Agroecology into the pedagogical practices of rural schools. It adopts a qualitative approach, grounded in the systematization of experiences (Holliday, 2012) and militant research (Bringel & Varela, 2016), committed to the subjects and contexts involved. Based on Caldart (2023), Ribeiro et al. (2017), and Sousa (2017), it conceives Agroecology as a collective political and pedagogical process. The actions carried out in eleven schools between 2021 and 2024 demonstrate the strengthening of Political-Pedagogical Projects, the protagonism of educators and students, and the appreciation of territorial knowledge. It concludes that the integration between Agroecology and Rural Education enhances emancipatory practices within the territories of Agrarian Reform.
Keywords: agroecology, rural education, agrarian reform, practices, MST.
Experiencias de agroecología en escuelas rurales en territorios de reforma agraria
RESUMEN. Este artículo resulta de la sistematización de acciones y experiencias formativas del Proyecto “Educación y Agroecología en las Escuelas del Campo de los Territorios de la Reforma Agraria”, una iniciativa del MST en colaboración con organizaciones asociadas. El estudio, de carácter descriptivo y analítico, busca comprender los procesos educativos construidos colectivamente y la integración de la Agroecología en las prácticas pedagógicas de las escuelas del campo. Adopta un enfoque cualitativo, fundamentado en la sistematización de experiencias (Holliday, 2012) y en la investigación militante (Bringel y Varela, 2016), comprometida con los sujetos y contextos involucrados. Basado en Caldart (2023), Ribeiro et al. (2017) y Sousa (2017), comprende la Agroecología como un proceso político y pedagógico colectivo. Las acciones acompañadas en once escuelas entre 2021 y 2024 evidencian el fortalecimiento de los Proyectos Políticos Pedagógicos, el protagonismo de educadores(as) y estudiantes, y la valorización de los saberes territoriales. Se concluye que la integración entre Agroecología y Educación del Campo potencia prácticas emancipadoras en los territorios de la Reforma Agraria.
Palabras clave: agroecología, educación rural, reforma agraria, prácticas, MST
A assim chamada Acumulação Primitiva como chave hermenêutica para Educação do Campo no Brasil
Full text linkABSTRACT. The objective of this article is to outline The so-called primitive accumulation as a theoretical-practical problem and a hermeneutic key to understanding Rural Education. Thinking about Rural Education in contemporary times requires knowledge of Brazil’s history. It is therefore necessary to understand the country's formation, from its colonization process to the legislation concerning land ownership. To this end, the methodological approach adopted is historical-dialectical materialism, which allows for a preliminary emphasis on land ownership, labor relations, and education. It is concluded that The so-called primitive accumulation, as a Marxian concept, sheds light on the environment in which Rural Education is situated. Land and labor are sources of wealth that have been exploited and expropriated by capitalism. In this sense, there is a dialectical relationship between education, land, and labor that must be considered in the context of Rural Education. Defining the context of Rural Education is essential to highlight its critical nature, its contextual relevance, and its socio-educational importance, especially regarding the need for grassroots organization in rural areas and the development of scientific educational content. Under current circumstances, all education is entangled in class struggles.ABSTRACT. The objective of this article is to outline The so-called primitive accumulation as a theoretical-practical problem and a hermeneutic key to understanding Rural Education. Thinking about Rural Education in contemporary times requires knowledge of Brazil’s history. It is therefore necessary to understand the country's formation, from its colonization process to the legislation concerning land ownership. To this end, the methodological approach adopted is historical-dialectical materialism, which allows for a preliminary emphasis on land ownership, labor relations, and education. It is concluded that The so-called primitive accumulation, as a Marxian concept, sheds light on the environment in which Rural Education is situated. Land and labor are sources of wealth that have been exploited and expropriated by capitalism. In this sense, there is a dialectical relationship between education, land, and labor that must be considered in the context of Rural Education. Defining the context of Rural Education is essential to highlight its critical nature, its contextual relevance, and its socio-educational importance, especially regarding the need for grassroots organization in rural areas and the development of scientific educational content. Under current circumstances, all education is entangled in class struggles.RESUMEN. El objetivo del presente artículo es esbozar La así llamada acumulación originaria como un problema teórico-práctico y como clave hermenéutica para la Educación del Campo. Pensar la Educación del Campo en la contemporaneidad exige el conocimiento sobre Brasil. Por lo tanto, es necesario comprender la formación del país, desde su proceso de colonización hasta la legislación relacionada con la propiedad de la tierra. Para ello, se utiliza como procedimiento metodológico el materialismo histórico-dialéctico, lo que permite un énfasis preliminar en la propiedad de la tierra, las relaciones de trabajo y la educación. Se concluye que La así llamada acumulación originaria, como concepto marxiano, ilumina la comprensión del entorno en el que se inserta la Educación del Campo. La tierra y el trabajo son fuentes de riqueza que han sido explotadas y expropiadas por el capitalismo. En este sentido, existe una relación dialéctica entre educación, tierra y trabajo que debe ser considerada en la Educación del Campo. Delimitar el contexto de la Educación del Campo es esencial para resaltar su criticidad, su contextualización y su relevancia socioeducativa, especialmente en la necesidad de organización popular del campo y del propio contenido científico educativo. En las circunstancias actuales, toda educación está implicada en las luchas de clases.ABSTRACT. The objective of this article is to outline The so-called primitive accumulation as a theoretical-practical problem and a hermeneutic key to understanding Rural Education. Thinking about Rural Education in contemporary times requires knowledge of Brazil’s history. It is therefore necessary to understand the country's formation, from its colonization process to the legislation concerning land ownership. To this end, the methodological approach adopted is historical-dialectical materialism, which allows for a preliminary emphasis on land ownership, labor relations, and education. It is concluded that The so-called primitive accumulation, as a Marxian concept, sheds light on the environment in which Rural Education is situated. Land and labor are sources of wealth that have been exploited and expropriated by capitalism. In this sense, there is a dialectical relationship between education, land, and labor that must be considered in the context of Rural Education. Defining the context of Rural Education is essential to highlight its critical nature, its contextual relevance, and its socio-educational importance, especially regarding the need for grassroots organization in rural areas and the development of scientific educational content. Under current circumstances, all education is entangled in class struggles.O objetivo do presente artigo é esboçar como problema teórico-prático A assim chamada acumulação primitiva como chave hermenêutica à Educação do Campo. Pensar a Educação do Campo na contemporaneidade exige o conhecimento acerca do Brasil. Necessita-se, portanto, compreender a formação do país, desde seu processo de colonização até a Legislação que envolve a propriedade da terra. Para tanto, utiliza-se como procedimento metodológico o materialismo histórico-dialético, o que permitirá um destaque preliminar da propriedade da terra, das relações de trabalho e da educação. Conclui-se que A assim chamada acumulação primitiva, como conceito marxiano, ilumina a compreensão do ambiente em que a Educação do Campo está inserida. A terra e o trabalho são fontes de riquezas exploradas e expropriadas pelo capitalismo. Nesse sentido, há uma relação dialética entre educação, terra e trabalho a ser considerada na Educação do Campo. Demarcar o contexto da Educação do Campo é essencial para ressaltar sua criticidade, sua contextualidade e sua relevância socioeducacional, especialmente, na necessidade de organização popular do campo e do próprio conteúdo científico educacional. Nas circunstâncias atuais, toda Educação está envolvida nas lutas de classes.
Palavras-chave: acumulação primitiva, colonização, legislação, educação do campo.
The so-called Primitive Accumulation as a hermeneutic key for Rural Education in Brazil
ABSTRACT. The objective of this article is to outline The so-called primitive accumulation as a theoretical-practical problem and a hermeneutic key to understanding Rural Education. Thinking about Rural Education in contemporary times requires knowledge of Brazil’s history. It is therefore necessary to understand the country's formation, from its colonization process to the legislation concerning land ownership. To this end, the methodological approach adopted is historical-dialectical materialism, which allows for a preliminary emphasis on land ownership, labor relations, and education. It is concluded that The so-called primitive accumulation, as a Marxian concept, sheds light on the environment in which Rural Education is situated. Land and labor are sources of wealth that have been exploited and expropriated by capitalism. In this sense, there is a dialectical relationship between education, land, and labor that must be considered in the context of Rural Education. Defining the context of Rural Education is essential to highlight its critical nature, its contextual relevance, and its socio-educational importance, especially regarding the need for grassroots organization in rural areas and the development of scientific educational content. Under current circumstances, all education is entangled in class struggles.
Keywords: primitive accumulation, colonization, legislation, rural education.
La llamada Acumulación Originaria como clave hermenéutica para la Educación del Campo en Brasil
RESUMEN. El objetivo del presente artículo es esbozar La así llamada acumulación originaria como un problema teórico-práctico y como clave hermenéutica para la Educación del Campo. Pensar la Educación del Campo en la contemporaneidad exige el conocimiento sobre Brasil. Por lo tanto, es necesario comprender la formación del país, desde su proceso de colonización hasta la legislación relacionada con la propiedad de la tierra. Para ello, se utiliza como procedimiento metodológico el materialismo histórico-dialéctico, lo que permite un énfasis preliminar en la propiedad de la tierra, las relaciones de trabajo y la educación. Se concluye que La así llamada acumulación originaria, como concepto marxiano, ilumina la comprensión del entorno en el que se inserta la Educación del Campo. La tierra y el trabajo son fuentes de riqueza que han sido explotadas y expropiadas por el capitalismo. En este sentido, existe una relación dialéctica entre educación, tierra y trabajo que debe ser considerada en la Educación del Campo. Delimitar el contexto de la Educación del Campo es esencial para resaltar su criticidad, su contextualización y su relevancia socioeducativa, especialmente en la necesidad de organización popular del campo y del propio contenido científico educativo. En las circunstancias actuales, toda educación está implicada en las luchas de clases.
Palabras clave: acumulación originaria, colonización, legislación, educación del campo
Os impactos da Inteligência Artificial (IA) no ensino de Matemática na Educação do Campo
Full text linkABSTRACT. This article reports partial results of a study that has as its object of study the labor relations in sisal cultivation problematized through Mathematics with rural students. With the objective of analyzing how the use of Artificial Intelligence (AI), by rural students, influences the development of critical thinking, in the sense of self-recognition and self-identification as rural subjects, the research was developed in a municipal school in the rural area of Barrocas - BA, following the qualitative approach. Using concepts of Critical Mathematics Education, the data were produced through participant observation during the application of an Investigative Activity. The results indicate that the use of AI in Mathematics class, in an unassisted manner, does not contribute to the self-recognition of students as rural subjects, perpetuating ideas of submission and subservience.ABSTRACT. This article reports partial results of a study that has as its object of study the labor relations in sisal cultivation problematized through Mathematics with rural students. With the objective of analyzing how the use of Artificial Intelligence (AI), by rural students, influences the development of critical thinking, in the sense of self-recognition and self-identification as rural subjects, the research was developed in a municipal school in the rural area of Barrocas - BA, following the qualitative approach. Using concepts of Critical Mathematics Education, the data were produced through participant observation during the application of an Investigative Activity. The results indicate that the use of AI in Mathematics class, in an unassisted manner, does not contribute to the self-recognition of students as rural subjects, perpetuating ideas of submission and subservience.RESUMEN. El artículo reporta resultados parciales de una investigación que tiene como objeto de estudio las relaciones laborales en el cultivo del sisal problematizadas a través de la Matemática con estudiantes del Campo. Con el objetivo de analizar cómo el uso de la Inteligencia Artificial (IA), por parte de estudiantes del Campo, influye en el desarrollo del pensamiento crítico, en el sentido de auto-reconocimiento y autoidentificación como sujeto del Campo, la investigación se desarrolló en una escuela municipal de la zona rural de Barrocas - BA, siguiendo el enfoque cualitativo. Utilizando conceptos de Educación Matemática Crítica, los datos fueron producidos a través de la observación participante durante la aplicación de una Actividad Investigativa. Los resultados indican que el uso no asistido de IA en clases de Matemáticas no contribuye al autorreconocimiento de los estudiantes como sujetos en el Campo, perpetuando ideas de sumisión y servilismo.ABSTRACT. This article reports partial results of a study that has as its object of study the labor relations in sisal cultivation problematized through Mathematics with rural students. With the objective of analyzing how the use of Artificial Intelligence (AI), by rural students, influences the development of critical thinking, in the sense of self-recognition and self-identification as rural subjects, the research was developed in a municipal school in the rural area of Barrocas - BA, following the qualitative approach. Using concepts of Critical Mathematics Education, the data were produced through participant observation during the application of an Investigative Activity. The results indicate that the use of AI in Mathematics class, in an unassisted manner, does not contribute to the self-recognition of students as rural subjects, perpetuating ideas of submission and subservience.O artigo relata resultados parciais de uma pesquisa que tem como objeto de estudo as relações de trabalho no cultivo do sisal problematizadas por meio da Matemática com estudantes do Campo. Com o objetivo de analisar como o uso da Inteligência Artificial (IA), por parte de estudantes do Campo, influencia no desenvolvimento do pensamento crítico, no sentido de autorreconhecimento e na autoidentificação enquanto sujeito do Campo, a pesquisa foi desenvolvida em uma escola municipal da zona rural de Barrocas – BA, seguindo a abordagem qualitativa. Utilizando conceitos da Educação Matemática Crítica, os dados foram produzidos por meio de observação participante durante a aplicação de uma Atividade Investigativa. Os resultados apontam que o uso da IA na aula de Matemática, de maneira desassistida, não contribui com o autorreconhecimento dos estudantes enquanto sujeitos do Campo, perpetuando ideias de submissão e subserviência.
Palavras-chave: inteligência artificial, educação do campo, ensino, matemática.
The impacts of Artificial Intelligence (AI) on teaching Mathematics in Rural Education
ABSTRACT. This article reports partial results of a study that has as its object of study the labor relations in sisal cultivation problematized through Mathematics with rural students. With the objective of analyzing how the use of Artificial Intelligence (AI), by rural students, influences the development of critical thinking, in the sense of self-recognition and self-identification as rural subjects, the research was developed in a municipal school in the rural area of Barrocas - BA, following the qualitative approach. Using concepts of Critical Mathematics Education, the data were produced through participant observation during the application of an Investigative Activity. The results indicate that the use of AI in Mathematics class, in an unassisted manner, does not contribute to the self-recognition of students as rural subjects, perpetuating ideas of submission and subservience.
Keywords: artificial intelligence, rural education, teaching, mathematics.
Los impactos de la Inteligencia Artificial (IA) en la enseñanza de las Matemáticas en la Educación del Campo
RESUMEN. El artículo reporta resultados parciales de una investigación que tiene como objeto de estudio las relaciones laborales en el cultivo del sisal problematizadas a través de la Matemática con estudiantes del Campo. Con el objetivo de analizar cómo el uso de la Inteligencia Artificial (IA), por parte de estudiantes del Campo, influye en el desarrollo del pensamiento crítico, en el sentido de auto-reconocimiento y autoidentificación como sujeto del Campo, la investigación se desarrolló en una escuela municipal de la zona rural de Barrocas - BA, siguiendo el enfoque cualitativo. Utilizando conceptos de Educación Matemática Crítica, los datos fueron producidos a través de la observación participante durante la aplicación de una Actividad Investigativa. Los resultados indican que el uso no asistido de IA en clases de Matemáticas no contribuye al autorreconocimiento de los estudiantes como sujetos en el Campo, perpetuando ideas de sumisión y servilismo.
Palabras clave: inteligencia artificial, educación del campo, enseñanza, matemática.
Educação para a Astronomia e formação de professores de Ciências em escolas rurais de Igarapé-Miri/PA, Amazônia: reflexões sobre uma pesquisa-formação
No full textABSTRACT. This study aims to analyze the self-formation reflections of a teacher/trainer, developed within the scope of a research/formation process with Science teachers who teach Astronomy to 9th-grade students in Igarapé-Miri, Pará. We adopted narrative research linked to the research/formation methodology, which generated experiences and reflections on the researcher/trainer’s self-formation process, based on practices lived collectively, dialogically, and intrinsically connected to the context of Astronomy Education in the Amazon. The subjective data from this reflective movement emerged from a teaching diary produced by the teacher/trainer and were organized into two dimensions of the self-formation experience. The results from these dimensions highlighted that the routes planned for a research-formation process always require adjustments, means, and forms of adaptation, given the diversity of contexts, experiences, and formative practices. This demands that the researcher/trainer continuously reinterpret the processes of forming oneself, forming others, and self-transformation, while revealing changes that allowed reflection on practice, planning, and the ongoing professional development of Science teachers in various contexts. We conclude that reflective practice and the exchange of experiences are fundamental pillars for the self-formation process in relation to the personal and professional development of the teacher/trainer.ABSTRACT. This study aims to analyze the self-formation reflections of a teacher/trainer, developed within the scope of a research/formation process with Science teachers who teach Astronomy to 9th-grade students in Igarapé-Miri, Pará. We adopted narrative research linked to the research/formation methodology, which generated experiences and reflections on the researcher/trainer’s self-formation process, based on practices lived collectively, dialogically, and intrinsically connected to the context of Astronomy Education in the Amazon. The subjective data from this reflective movement emerged from a teaching diary produced by the teacher/trainer and were organized into two dimensions of the self-formation experience. The results from these dimensions highlighted that the routes planned for a research-formation process always require adjustments, means, and forms of adaptation, given the diversity of contexts, experiences, and formative practices. This demands that the researcher/trainer continuously reinterpret the processes of forming oneself, forming others, and self-transformation, while revealing changes that allowed reflection on practice, planning, and the ongoing professional development of Science teachers in various contexts. We conclude that reflective practice and the exchange of experiences are fundamental pillars for the self-formation process in relation to the personal and professional development of the teacher/trainer.RESUMEN. Este estudio tiene como objetivo analizar las reflexiones de autoformación de una docente/formadora, desarrolladas en el marco de un proceso de investigación-formación con profesores de Ciencias que enseñan Astronomía a estudiantes de 9.º grado en Igarapé-Miri, Pará. Se adoptó la investigación narrativa vinculada a la metodología de investigación-formación, que generó experiencias y reflexiones sobre el proceso de autoformación de la docente/formadora, basado en prácticas vividas de manera colectiva, dialógica e intrínsecamente conectadas con el contexto de la Educación en Astronomía en la Amazonía. Los datos subjetivos de este movimiento reflexivo surgieron de un diario de enseñanza elaborado por la docente/formadora y se organizaron en dos dimensiones de la experiencia de autoformación. Los resultados de estas dimensiones destacaron que las rutas planificadas para un proceso de investigación-formación siempre requieren ajustes, medios y formas de adaptación, dada la diversidad de contextos, experiencias y prácticas formativas. Esto exige que la docente/formadora reinterprete continuamente los procesos de formarse a sí misma, formar a otros y transformar su propia práctica, a la vez que revela cambios que permitieron reflexionar sobre la práctica, la planificación y el desarrollo profesional continuo de los profesores de Ciencias en diversos contextos. Concluimos que la práctica reflexiva y el intercambio de experiencias son pilares fundamentales para el proceso de autoformación en relación con el desarrollo personal y profesional de la docente/formadora.ABSTRACT. This study aims to analyze the self-formation reflections of a teacher/trainer, developed within the scope of a research/formation process with Science teachers who teach Astronomy to 9th-grade students in Igarapé-Miri, Pará. We adopted narrative research linked to the research/formation methodology, which generated experiences and reflections on the researcher/trainer’s self-formation process, based on practices lived collectively, dialogically, and intrinsically connected to the context of Astronomy Education in the Amazon. The subjective data from this reflective movement emerged from a teaching diary produced by the teacher/trainer and were organized into two dimensions of the self-formation experience. The results from these dimensions highlighted that the routes planned for a research-formation process always require adjustments, means, and forms of adaptation, given the diversity of contexts, experiences, and formative practices. This demands that the researcher/trainer continuously reinterpret the processes of forming oneself, forming others, and self-transformation, while revealing changes that allowed reflection on practice, planning, and the ongoing professional development of Science teachers in various contexts. We conclude that reflective practice and the exchange of experiences are fundamental pillars for the self-formation process in relation to the personal and professional development of the teacher/trainer.Nesta pesquisa, temos como objetivo analisar reflexões de autoformação de uma professora-formadora constituídas no âmbito de uma pesquisa-formação com professores de Ciências que ensinam Astronomia em turmas de 9º. ano do Ensino Fundamental no município de Igarapé-Miri, Pará. Assumimos a pesquisa narrativa, articulada à metodologia da pesquisa-formação, para a qual resultaram experiências e reflexões do processo de autoformação da professora-formadora, a partir de práticas vivenciadas de forma coletiva, dialógica e intrínseca ao contexto da Educação para a Astronomia na Amazônia. Os dados subjetivos desse movimento reflexivo emergem de um diário de docência produzido pela professora-formadora e organizados em duas dimensões da experiência de autoformação. Os resultados das dimensões evidenciaram que as rotas planejadas para uma pesquisa-formação sempre vão exigir ajustes, meios e forma de adaptação, dada a diversidade de contextos, de vivências e práticas formativas, ao exigir da professora/formadora ressignificações do formar-se, do formar o outro e da transformação de si, além de revelar mudanças que permitiram pensar sobre a prática, olhar para o planejamento e refletir sobre a formação continuada de professores de Ciências em diversos contextos. Concluímos que a prática reflexiva e a troca de experiências são pilares para o processo de autoformação frente ao desenvolvimento pessoal/profissional da professora/formadora.
Palavras-chave: pesquisa-formação, educação para a astronomia, ensino de ciências, prática reflexiva, autoformação.
Astronomy Education and Research/Formation with Science Teachers in Igarapé-Miri/PA, Amazon: reflections on self-formation
ABSTRACT. This study aims to analyze the self-formation reflections of a teacher/trainer, developed within the scope of a research/formation process with Science teachers who teach Astronomy to 9th-grade students in Igarapé-Miri, Pará. We adopted narrative research linked to the research/formation methodology, which generated experiences and reflections on the researcher/trainer’s self-formation process, based on practices lived collectively, dialogically, and intrinsically connected to the context of Astronomy Education in the Amazon. The subjective data from this reflective movement emerged from a teaching diary produced by the teacher/trainer and were organized into two dimensions of the self-formation experience. The results from these dimensions highlighted that the routes planned for a research-formation process always require adjustments, means, and forms of adaptation, given the diversity of contexts, experiences, and formative practices. This demands that the researcher/trainer continuously reinterpret the processes of forming oneself, forming others, and self-transformation, while revealing changes that allowed reflection on practice, planning, and the ongoing professional development of Science teachers in various contexts. We conclude that reflective practice and the exchange of experiences are fundamental pillars for the self-formation process in relation to the personal and professional development of the teacher/trainer.
Keywords: research-training, education for astronomy, science teaching, reflective practice, self-formation.
Educación en Astronomía y investigación-formación con profesores de Ciencias en Igarapé-Miri/PA, Amazonía: reflexiones sobre la autoformación
RESUMEN. Este estudio tiene como objetivo analizar las reflexiones de autoformación de una docente/formadora, desarrolladas en el marco de un proceso de investigación-formación con profesores de Ciencias que enseñan Astronomía a estudiantes de 9.º grado en Igarapé-Miri, Pará. Se adoptó la investigación narrativa vinculada a la metodología de investigación-formación, que generó experiencias y reflexiones sobre el proceso de autoformación de la docente/formadora, basado en prácticas vividas de manera colectiva, dialógica e intrínsecamente conectadas con el contexto de la Educación en Astronomía en la Amazonía. Los datos subjetivos de este movimiento reflexivo surgieron de un diario de enseñanza elaborado por la docente/formadora y se organizaron en dos dimensiones de la experiencia de autoformación. Los resultados de estas dimensiones destacaron que las rutas planificadas para un proceso de investigación-formación siempre requieren ajustes, medios y formas de adaptación, dada la diversidad de contextos, experiencias y prácticas formativas. Esto exige que la docente/formadora reinterprete continuamente los procesos de formarse a sí misma, formar a otros y transformar su propia práctica, a la vez que revela cambios que permitieron reflexionar sobre la práctica, la planificación y el desarrollo profesional continuo de los profesores de Ciencias en diversos contextos. Concluimos que la práctica reflexiva y el intercambio de experiencias son pilares fundamentales para el proceso de autoformación en relación con el desarrollo personal y profesional de la docente/formadora.
Palabras clave: formación investigadora, educación para la astronomía, enseñanza de las ciencias, práctica reflexiva, autoformación
Desafios da ausência de Diretrizes da Educação do Campo em municípios baianos: o papel propulsor do Formacampo
Full text linkABSTRACT. This article analyzes the process of elaboration and re-elaboration of the Municipal Guidelines for Rural Education (DMEC) in municipalities of Bahia, developed by the Formacampo Program in 2022. The study aimed to understand how this process occurred, identifying the motivations, the subjects and institutions involved, as well as the challenges faced in consolidating these guidelines. The research, with a qualitative approach, was based on Historical-Dialectical Materialism, using document analysis and semi-structured interviews with municipal coordinators, education councils, and Formacampo members. The results indicate that the construction of the DMEC constitutes a political-pedagogical act that goes beyond the technical-administrative dimension, revealing the organizational strength and protagonism of rural subjects. They also show that the absence of specific guidelines reflects structural inequalities, lack of training, and fragility of public policies aimed at rural education. It is concluded that the Formacampo Program plays a driving role in fostering social participation and the formulation of educational policies anchored in the reality of the identity territories of Bahia, reaffirming rural education as a social right and an instrument of emancipation.ABSTRACT. This article analyzes the process of elaboration and re-elaboration of the Municipal Guidelines for Rural Education (DMEC) in municipalities of Bahia, developed by the Formacampo Program in 2022. The study aimed to understand how this process occurred, identifying the motivations, the subjects and institutions involved, as well as the challenges faced in consolidating these guidelines. The research, with a qualitative approach, was based on Historical-Dialectical Materialism, using document analysis and semi-structured interviews with municipal coordinators, education councils, and Formacampo members. The results indicate that the construction of the DMEC constitutes a political-pedagogical act that goes beyond the technical-administrative dimension, revealing the organizational strength and protagonism of rural subjects. They also show that the absence of specific guidelines reflects structural inequalities, lack of training, and fragility of public policies aimed at rural education. It is concluded that the Formacampo Program plays a driving role in fostering social participation and the formulation of educational policies anchored in the reality of the identity territories of Bahia, reaffirming rural education as a social right and an instrument of emancipation.RESUMO: Este artículo analiza el proceso de elaboración y reelaboración de las Directrices Municipales de Educación Rural (DMEC) en municipios de Bahía, desarrolladas por el Programa Formacampo en 2022. El estudio tuvo como objetivo comprender cómo se produjo este proceso, identificando las motivaciones, los sujetos e instituciones involucrados, así como los desafíos enfrentados en la consolidación de estas directrices. La investigación, con un enfoque cualitativo, se basó en el Materialismo Histórico-Dialéctico, utilizando análisis de documentos y entrevistas semiestructuradas con coordinadores municipales, consejos de educación y miembros de Formacampo. Los resultados indican que la construcción de las DMEC constituye un acto político-pedagógico que va más allá de la dimensión técnico-administrativa, revelando la fuerza organizativa y el protagonismo de los sujetos rurales. También muestran que la ausencia de directrices específicas refleja desigualdades estructurales, falta de capacitación y fragilidad de las políticas públicas dirigidas a la educación rural. Se concluye que el Programa Formacampo desempeña un papel dinamizador en el fomento de la participación social y la formulación de políticas educativas ancladas en la realidad de los territorios identitarios de Bahía, reafirmando la educación rural como un derecho social y un instrumento de emancipación.ABSTRACT. This article analyzes the process of elaboration and re-elaboration of the Municipal Guidelines for Rural Education (DMEC) in municipalities of Bahia, developed by the Formacampo Program in 2022. The study aimed to understand how this process occurred, identifying the motivations, the subjects and institutions involved, as well as the challenges faced in consolidating these guidelines. The research, with a qualitative approach, was based on Historical-Dialectical Materialism, using document analysis and semi-structured interviews with municipal coordinators, education councils, and Formacampo members. The results indicate that the construction of the DMEC constitutes a political-pedagogical act that goes beyond the technical-administrative dimension, revealing the organizational strength and protagonism of rural subjects. They also show that the absence of specific guidelines reflects structural inequalities, lack of training, and fragility of public policies aimed at rural education. It is concluded that the Formacampo Program plays a driving role in fostering social participation and the formulation of educational policies anchored in the reality of the identity territories of Bahia, reaffirming rural education as a social right and an instrument of emancipation.Este artigo analisa o processo de elaboração e reelaboração das Diretrizes Municipais de Educação do Campo (DMEC) em municípios da Bahia, desenvolvido pelo Programa Formacampo no ano de 2022. O estudo teve como objetivo compreender como se deu esse processo, identificando as motivações, os sujeitos e as instituições envolvidas, bem como os desafios enfrentados na consolidação dessas diretrizes. A pesquisa, de abordagem qualitativa, foi fundamentada no Materialismo Histórico-Dialético, utilizando análise documental e entrevistas semiestruturadas com coordenadores municipais, conselhos de educação e membros do Formacampo. Os resultados apontam que a construção das DMEC constitui um ato político-pedagógico que vai além da dimensão técnico-administrativa, revelando a força organizativa e o protagonismo dos sujeitos do campo. Também evidenciam que a ausência de diretrizes específicas reflete desigualdades estruturais, carência de formação e fragilidade das políticas públicas voltadas à educação do campo. Conclui-se que o Programa Formacampo desempenha um papel propulsor ao fomentar a participação social e a formulação de políticas educacionais ancoradas na realidade dos territórios de identidade da Bahia, reafirmando a educação do campo como direito social e instrumento de emancipação.
Palavras-chave: diretrizes, educação do campo, territórios de identidade, bahia.
Challenges arising from the absence of guidelines for Rural Education in municipalities of Bahia: the driving role of Formacampo
ABSTRACT. This article analyzes the process of elaboration and re-elaboration of the Municipal Guidelines for Rural Education (DMEC) in municipalities of Bahia, developed by the Formacampo Program in 2022. The study aimed to understand how this process occurred, identifying the motivations, the subjects and institutions involved, as well as the challenges faced in consolidating these guidelines. The research, with a qualitative approach, was based on Historical-Dialectical Materialism, using document analysis and semi-structured interviews with municipal coordinators, education councils, and Formacampo members. The results indicate that the construction of the DMEC constitutes a political-pedagogical act that goes beyond the technical-administrative dimension, revealing the organizational strength and protagonism of rural subjects. They also show that the absence of specific guidelines reflects structural inequalities, lack of training, and fragility of public policies aimed at rural education. It is concluded that the Formacampo Program plays a driving role in fostering social participation and the formulation of educational policies anchored in the reality of the identity territories of Bahia, reaffirming rural education as a social right and an instrument of emancipation.
Keywords: guidelines, rural education, territories of identity, bahia.
Desafíos derivados de la ausencia de directrices para la Educación Rural en municipios de Bahía: el papel impulsor de Formacampo
RESUMO: Este artículo analiza el proceso de elaboración y reelaboración de las Directrices Municipales de Educación Rural (DMEC) en municipios de Bahía, desarrolladas por el Programa Formacampo en 2022. El estudio tuvo como objetivo comprender cómo se produjo este proceso, identificando las motivaciones, los sujetos e instituciones involucrados, así como los desafíos enfrentados en la consolidación de estas directrices. La investigación, con un enfoque cualitativo, se basó en el Materialismo Histórico-Dialéctico, utilizando análisis de documentos y entrevistas semiestructuradas con coordinadores municipales, consejos de educación y miembros de Formacampo. Los resultados indican que la construcción de las DMEC constituye un acto político-pedagógico que va más allá de la dimensión técnico-administrativa, revelando la fuerza organizativa y el protagonismo de los sujetos rurales. También muestran que la ausencia de directrices específicas refleja desigualdades estructurales, falta de capacitación y fragilidad de las políticas públicas dirigidas a la educación rural. Se concluye que el Programa Formacampo desempeña un papel dinamizador en el fomento de la participación social y la formulación de políticas educativas ancladas en la realidad de los territorios identitarios de Bahía, reafirmando la educación rural como un derecho social y un instrumento de emancipación.
Palabras-clave: directrices, educación del campo, territorios de identidad, bahía
Um estudo sobre o perfil e a inserção profissional na docência de egressos da Licenciatura em Educação do Campo da Universidade Federal do Maranhão
Full text linkABSTRACT. This paper analyzed part of the data from a survey with alumni from the Undergraduate Rural Education Program at Maranhão University, developed between 2021 and 2022. Specifically, we analyzed the profile and professional insertion of alumni into teaching. This is an exploratory, descriptive study with quantitative and qualitative analyzes in dialogue with national literature on the topic. Data were obtained through an online questionnaire, with the participation of 31 alumni of the aforementioned degree. In the results, we analyzed the socioeconomic profile, the characteristics of professional teaching and the evaluation of the training received on the course by the participants. We conclude that Ledoc/UFMA alumni have a good professional insertion in teaching, especially in rural schools, but that there are intrinsic challenges to their performance due to working conditions, especially wages. We point out the need for studies that can follow the teaching experience of these alumni in loco, in order to give visibility to their actions and endorse the field of studies on teaching work in rural schools.ABSTRACT. This paper analyzed part of the data from a survey with alumni from the Undergraduate Rural Education Program at Maranhão University, developed between 2021 and 2022. Specifically, we analyzed the profile and professional insertion of alumni into teaching. This is an exploratory, descriptive study with quantitative and qualitative analyzes in dialogue with national literature on the topic. Data were obtained through an online questionnaire, with the participation of 31 alumni of the aforementioned degree. In the results, we analyzed the socioeconomic profile, the characteristics of professional teaching and the evaluation of the training received on the course by the participants. We conclude that Ledoc/UFMA alumni have a good professional insertion in teaching, especially in rural schools, but that there are intrinsic challenges to their performance due to working conditions, especially wages. We point out the need for studies that can follow the teaching experience of these alumni in loco, in order to give visibility to their actions and endorse the field of studies on teaching work in rural schools.RESUMEN. Este artículo analiza parte de los datos de una encuesta con egresados de la Licenciatura en Educación Rural de la Universidad Federal de Maranhão, realizada entre 2021 y 2022. Específicamente, analizamos el perfil y la inserción profesional de los egresados de la Licenciatura en Educación Rural en la docencia. Se trata de un estudio exploratorio, descriptivo con análisis cuantitativos y cualitativos en diálogo con la literatura nacional sobre el tema. Los datos se obtuvieron a través de un cuestionario en línea, con la participación de 31 egresados de la citada carrera. En los resultados se analizó el perfil socioeconómico, las características del profesional docente y la evaluación de la formación recibida en el curso por los participantes. Concluimos que los graduados de Ledoc/UFMA tienen una buena inserción profesional en la docencia, especialmente en las escuelas rurales, pero que existen desafíos intrínsecos a su desempeño debido a las condiciones de trabajo, especialmente los salarios. Señalamos la necesidad de estudios que puedan seguir la experiencia docente de estos graduados in loco, con el fin de dar visibilidad a sus acciones y avalar el campo de estudios sobre el trabajo docente en las escuelas rurales.ABSTRACT. This paper analyzed part of the data from a survey with alumni from the Undergraduate Rural Education Program at Maranhão University, developed between 2021 and 2022. Specifically, we analyzed the profile and professional insertion of alumni into teaching. This is an exploratory, descriptive study with quantitative and qualitative analyzes in dialogue with national literature on the topic. Data were obtained through an online questionnaire, with the participation of 31 alumni of the aforementioned degree. In the results, we analyzed the socioeconomic profile, the characteristics of professional teaching and the evaluation of the training received on the course by the participants. We conclude that Ledoc/UFMA alumni have a good professional insertion in teaching, especially in rural schools, but that there are intrinsic challenges to their performance due to working conditions, especially wages. We point out the need for studies that can follow the teaching experience of these alumni in loco, in order to give visibility to their actions and endorse the field of studies on teaching work in rural schools.Esse artigo analisa parte dos dados de uma pesquisa com egressos da Licenciatura em Educação do Campo da Universidade Federal do Maranhão (Ledoc/UFMA), entre os anos de 2021 e 2022. Em específico, analisamos o perfil e a inserção profissional de egressos da Licenciatura em Educação do Campo na docência. Trata-se de um estudo exploratório, descritivo e com análises quantitativas e qualitativas, em diálogo com a literatura nacional sobre o tema. A coleta de dados ocorreu por meio de um questionário on-line, com a participação de 31 egressos. Os resultados consideraram o perfil socioeconômico, as características da atuação profissional na docência e a avaliação da formação recebida no curso pelos participantes. Concluímos que os egressos da Ledoc/UFMA possuem boa inserção profissional na docência, especialmente em escolas do campo, mas há desafios intrínsecos à sua atuação devido às condições de trabalho, sobretudo salariais. São necessários estudos que possam acompanhar a experiência docente in loco, a fim de dar visibilidade às ações e endossar o campo de estudos sobre o trabalho docente em escolas no campo.
Palavras-chave: egressos, licenciatura em educação do campo, educadores do campo.
A study on the profile and professional insertion into teaching of graduates of the Bachelor's Degree in Rural Education from the Federal University of Maranhão
ABSTRACT. This paper analyzed part of the data from a survey with alumni from the Undergraduate Rural Education Program at Maranhão University, developed between 2021 and 2022. Specifically, we analyzed the profile and professional insertion of alumni into teaching. This is an exploratory, descriptive study with quantitative and qualitative analyzes in dialogue with national literature on the topic. Data were obtained through an online questionnaire, with the participation of 31 alumni of the aforementioned degree. In the results, we analyzed the socioeconomic profile, the characteristics of professional teaching and the evaluation of the training received on the course by the participants. We conclude that Ledoc/UFMA alumni have a good professional insertion in teaching, especially in rural schools, but that there are intrinsic challenges to their performance due to working conditions, especially wages. We point out the need for studies that can follow the teaching experience of these alumni in loco, in order to give visibility to their actions and endorse the field of studies on teaching work in rural schools.
Keywords: alumni, undergraduate course in Rural Education, rural educators.
Un estudio sobre el perfil y la inserción profesional en la docencia de los egresados de la Licenciatura en Educación Rural de la Universidad Federal de Maranhão
RESUMEN. Este artículo analiza parte de los datos de una encuesta con egresados de la Licenciatura en Educación Rural de la Universidad Federal de Maranhão, realizada entre 2021 y 2022. Específicamente, analizamos el perfil y la inserción profesional de los egresados de la Licenciatura en Educación Rural en la docencia. Se trata de un estudio exploratorio, descriptivo con análisis cuantitativos y cualitativos en diálogo con la literatura nacional sobre el tema. Los datos se obtuvieron a través de un cuestionario en línea, con la participación de 31 egresados de la citada carrera. En los resultados se analizó el perfil socioeconómico, las características del profesional docente y la evaluación de la formación recibida en el curso por los participantes. Concluimos que los graduados de Ledoc/UFMA tienen una buena inserción profesional en la docencia, especialmente en las escuelas rurales, pero que existen desafíos intrínsecos a su desempeño debido a las condiciones de trabajo, especialmente los salarios. Señalamos la necesidad de estudios que puedan seguir la experiencia docente de estos graduados in loco, con el fin de dar visibilidad a sus acciones y avalar el campo de estudios sobre el trabajo docente en las escuelas rurales.
Palabras clave: graduados, licenciatura en Educación Rural, educadores de campo
Práticas educativas para sensibilizar ambientalmente e envolver a comunidade escolar no cuidado do Cerrado: Experiências do Coletivo Goiabal Vivo
Full text linkABSTRACT. This article focuses on the educational practices developed in the Goiabal Park, a remnant of the Cerrado located in Ituiutaba – MG, and its relationship with the local community. The objective of the research was to promote environmental awareness and strengthen the sense of belonging to the Cerrado through environmental education practices in urban and rural schools within the region. The activities were developed by the Coletivo Goiabal Vivo, formed mainly by students and professors of the Biological Sciences courses at the Federal University of Uberlândia – Pontal Campus. The methodology included interactive dynamics, such as the construction of a food web using images and string, in addition to the screening of the short film “Vellozia” and workshops using fruits from the Cerrado, such as the jatobá. The main results demonstrated an increase in the students’ understanding of ecological relationships, the appreciation of local flora and the overcoming of botanical imperception. The activities also sparked interest in families, strengthening the community’s bond with the environment. It is concluded that inter/transdisciplinary educational practices, which integrate science, culture and local experiences, are fundamental to promote the conservation of the Cerrado and to form subjects who are more aware and committed to environmental preservation.ABSTRACT. This article focuses on the educational practices developed in the Goiabal Park, a remnant of the Cerrado located in Ituiutaba – MG, and its relationship with the local community. The objective of the research was to promote environmental awareness and strengthen the sense of belonging to the Cerrado through environmental education practices in urban and rural schools within the region. The activities were developed by the Coletivo Goiabal Vivo, formed mainly by students and professors of the Biological Sciences courses at the Federal University of Uberlândia – Pontal Campus. The methodology included interactive dynamics, such as the construction of a food web using images and string, in addition to the screening of the short film “Vellozia” and workshops using fruits from the Cerrado, such as the jatobá. The main results demonstrated an increase in the students’ understanding of ecological relationships, the appreciation of local flora and the overcoming of botanical imperception. The activities also sparked interest in families, strengthening the community’s bond with the environment. It is concluded that inter/transdisciplinary educational practices, which integrate science, culture and local experiences, are fundamental to promote the conservation of the Cerrado and to form subjects who are more aware and committed to environmental preservation.RESUMEN. Este artículo se centra en las prácticas educativas desarrolladas en el Parque Goiabal, un remanente del Cerrado ubicado en Ituiutaba – MG, y su relación con la comunidad local. El objetivo de la investigación fue promover la conciencia ambiental y fortalecer el sentido de pertenencia al Cerrado mediante prácticas de educación ambiental en escuelas urbanas y rurales de la región. Las actividades fueron desarrolladas por el Colectivo Goiabal Vivo, formado principalmente por estudiantes y docentes de Ciencias Biológicas de la Universidad Federal de Uberlândia, Campus Pontal. La metodología incluyó dinámicas interactivas, como la construcción de una red trófica con imágenes e hilo, además de la proyección del cortometraje “Vellozia” y talleres con frutos del Cerrado, como el jatobá. Los principales resultados demostraron un aumento en la comprensión de las relaciones ecológicas por parte de los estudiantes, la apreciación de la flora local y la superación de la impercepción botánica. Las actividades también despertaron el interés de las familias, fortaleciendo el vínculo de la comunidad con el medio ambiente. Se concluye que las prácticas educativas inter/transdisciplinarias, que integran ciencia, cultura y experiencias locales, son fundamentales para promover la conservación del Cerrado y formar sujetos más conscientes y comprometidos con la preservación del medio ambiente.ABSTRACT. This article focuses on the educational practices developed in the Goiabal Park, a remnant of the Cerrado located in Ituiutaba – MG, and its relationship with the local community. The objective of the research was to promote environmental awareness and strengthen the sense of belonging to the Cerrado through environmental education practices in urban and rural schools within the region. The activities were developed by the Coletivo Goiabal Vivo, formed mainly by students and professors of the Biological Sciences courses at the Federal University of Uberlândia – Pontal Campus. The methodology included interactive dynamics, such as the construction of a food web using images and string, in addition to the screening of the short film “Vellozia” and workshops using fruits from the Cerrado, such as the jatobá. The main results demonstrated an increase in the students’ understanding of ecological relationships, the appreciation of local flora and the overcoming of botanical imperception. The activities also sparked interest in families, strengthening the community’s bond with the environment. It is concluded that inter/transdisciplinary educational practices, which integrate science, culture and local experiences, are fundamental to promote the conservation of the Cerrado and to form subjects who are more aware and committed to environmental preservation.O presente artigo tem como foco de estudo as práticas educativas tecidas junto ao Parque do Goiabal, um remanescente de Cerrado localizado em Ituiutaba – MG, e sua relação com a comunidade local. O objetivo da pesquisa foi pensar em ações que promovem a sensibilização ambiental e fortalecem o sentimento de pertencimento em relação ao Cerrado, por meio de práticas de educação ambiental em escolas urbanas e do campo da região. As atividades foram desenvolvidas pelo Coletivo Goiabal Vivo, formado sobretudo por discentes e docentes dos cursos de Ciências Biológicas da Universidade Federal de Uberlândia (UFU) – Campus Pontal. A metodologia incluiu dinâmicas interativas, como a construção de uma teia alimentar com uso de imagens e barbantes, além da exibição do curta “Vellozia” e oficinas utilizando frutos do Cerrado, como o jatobá. Os principais resultados demonstraram o aumento da compreensão dos e das estudantes sobre as relações ecológicas, a valorização da flora local e a superação da impercepção botânica. As atividades também despertaram interesse nas famílias humanas locais, fortalecendo o vínculo da comunidade com o ambiente. Conclui-se que práticas educativas inter/transdisciplinares, que integram ciências, culturas e vivências regionais são fundamentais para promover o cuidado do Cerrado e para formar sujeitos mais conscientes e comprometidos com uma relação sensível com o ambiente e com a vida.
Palavras-chave: educação ambiental, cerrado, escola, Coletivo Goiabal Vivo.
Educational practices to raise environmental awareness and involve the school community in caring for the Cerrado: Experiences of the Goiabal Vivo Collective
ABSTRACT. This article focuses on the educational practices developed in the Goiabal Park, a remnant of the Cerrado located in Ituiutaba – MG, and its relationship with the local community. The objective of the research was to promote environmental awareness and strengthen the sense of belonging to the Cerrado through environmental education practices in urban and rural schools within the region. The activities were developed by the Coletivo Goiabal Vivo, formed mainly by students and professors of the Biological Sciences courses at the Federal University of Uberlândia – Pontal Campus. The methodology included interactive dynamics, such as the construction of a food web using images and string, in addition to the screening of the short film “Vellozia” and workshops using fruits from the Cerrado, such as the jatobá. The main results demonstrated an increase in the students’ understanding of ecological relationships, the appreciation of local flora and the overcoming of botanical imperception. The activities also sparked interest in families, strengthening the community’s bond with the environment. It is concluded that inter/transdisciplinary educational practices, which integrate science, culture and local experiences, are fundamental to promote the conservation of the Cerrado and to form subjects who are more aware and committed to environmental preservation.
Keywords: environmental education, brazilian savanna, school, Goiabal Vivo Collective.
Prácticas educativas para concientizar ambientalmente y involucrar a la comunidad escolar en el cuidado del Cerrado: Experiencias del Colectivo Goiabal Vivo
RESUMEN. Este artículo se centra en las prácticas educativas desarrolladas en el Parque Goiabal, un remanente del Cerrado ubicado en Ituiutaba – MG, y su relación con la comunidad local. El objetivo de la investigación fue promover la conciencia ambiental y fortalecer el sentido de pertenencia al Cerrado mediante prácticas de educación ambiental en escuelas urbanas y rurales de la región. Las actividades fueron desarrolladas por el Colectivo Goiabal Vivo, formado principalmente por estudiantes y docentes de Ciencias Biológicas de la Universidad Federal de Uberlândia, Campus Pontal. La metodología incluyó dinámicas interactivas, como la construcción de una red trófica con imágenes e hilo, además de la proyección del cortometraje “Vellozia” y talleres con frutos del Cerrado, como el jatobá. Los principales resultados demostraron un aumento en la comprensión de las relaciones ecológicas por parte de los estudiantes, la apreciación de la flora local y la superación de la impercepción botánica. Las actividades también despertaron el interés de las familias, fortaleciendo el vínculo de la comunidad con el medio ambiente. Se concluye que las prácticas educativas inter/transdisciplinarias, que integran ciencia, cultura y experiencias locales, son fundamentales para promover la conservación del Cerrado y formar sujetos más conscientes y comprometidos con la preservación del medio ambiente.
Palabras clave: educación ambiental, cerrado, escuela, Colectivo Goiabal Vivo