Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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RESENHA: CORPOS DO NOSSO TEMPO: UM OLHAR DIALÓGICO
Get PDFResenha do livro CORPO(S) 2: cultura, estética, discurso, organizado por Jean Carlos Gonçalves e publicado pela Editora Pimenta Cultural no ano de 2023.Resenha do livro CORPO(S) 2: cultura, estética, discurso, organizado por Jean Carlos Gonçalves e publicado pela Editora Pimenta Cultural no ano de 2023
O NU DO BOREL: A POÉTICA DA RESISTÊNCIA NA FOTOGRAFIA DE UMA COMUNIDADE
Get PDFWe analyzed the construction of meaning in Inner beauty photography (FAVELAGRAFIA, 2016) by discursive semiotic and its development into plastic semiotic, in order to infer what relations have received the influenced of meaning inscriptions. Results showed that the analyzed photography is poetic: aesthetic apprehension of Inner beauty is similar to “reciprocal want of conjunction”; at the same time, it objects the stereotyped view in cultural imaginary about slum, signs (pictures) the view of the residents that see it with their potential are subdued and they answer with resistance.Analisamos a construção de sentidos na fotografia Beleza interior (FAVELAGRAFIA, 2016), pela perspectiva teórica da semiótica discursiva e seus desdobramentos em semiótica plástica, com o objetivo de depreender quais relações são estabelecidas por meio das inscrições de sentidos. Os resultados mostram que a fotografia em análise é poética: a apreensão estética da Beleza interior se mostra como um “querer recíproco de conjunção”; ao mesmo tempo, contesta o olhar estereotipado presente no imaginário cultural a respeito da favela, assina (grafa) a visão dos seus moradores que a veem como seus potenciais são subjugados e os respondem com resistência
Estudo da física térmica a partir da construção de uma chocadeira elétrica: aprendizagem baseada em projetos
Get PDFABSTRACT. The teaching of Physics aims to contribute to the formative process of students, enabling the resolution of problems and challenges in daily life. In the context of country school, the approach of concrete and contextualized situations assists in the student's scientific learning process. This paper presents an experience report that seeks to discuss the potential of problem-solving and inquiry in Physics Education, using the methodology of Project Based Learning. The experience was developed with a 2nd grade class of High School in a country school. The data were analyzed qualitatively, comparing the progress achieved by students in pre and post-tests applied to the class. The results obtained showed that the approach of active methodology combined with the students' context favors the appropriation of content, enhances the meaningful learning of physical phenomena and makes the classes more dynamic.ABSTRACT. The teaching of Physics aims to contribute to the formative process of students, enabling the resolution of problems and challenges in daily life. In the context of country school, the approach of concrete and contextualized situations assists in the student's scientific learning process. This paper presents an experience report that seeks to discuss the potential of problem-solving and inquiry in Physics Education, using the methodology of Project Based Learning. The experience was developed with a 2nd grade class of High School in a country school. The data were analyzed qualitatively, comparing the progress achieved by students in pre and post-tests applied to the class. The results obtained showed that the approach of active methodology combined with the students' context favors the appropriation of content, enhances the meaningful learning of physical phenomena and makes the classes more dynamic.RESUMEN. La enseñanza de Física tiene como objetivo contribuir al proceso formativo de los estudiantes, permitiendo la resolución de problemas y desafíos en la vida cotidiana. En el contexto de las escuelas de campo, el enfoque de situaciones concretas y contextualizadas ayuda en el proceso de aprendizaje científico del alumno. Este trabajo presenta un informe de experiencia que busca discutir el potencial de la resolución de problemas y la investigación en la enseñanza de Física, utilizando la metodología del Aprendizaje Basado en Proyectos. La experiencia se desarrolló con una clase de 2º grado de secundaria en una escuela de campo. Los datos fueron analizados de manera cualitativa, comparando los avances logrados por los estudiantes en pruebas previas y posteriores aplicadas a la clase. Los resultados obtenidos mostraron que el enfoque de la metodología activa combinada con el contexto de los estudiantes favorece la apropiación del contenido, mejora el aprendizaje significativo de los fenómenos físicos y hace que las clases sean más dinámicas.ABSTRACT. The teaching of Physics aims to contribute to the formative process of students, enabling the resolution of problems and challenges in daily life. In the context of country school, the approach of concrete and contextualized situations assists in the student's scientific learning process. This paper presents an experience report that seeks to discuss the potential of problem-solving and inquiry in Physics Education, using the methodology of Project Based Learning. The experience was developed with a 2nd grade class of High School in a country school. The data were analyzed qualitatively, comparing the progress achieved by students in pre and post-tests applied to the class. The results obtained showed that the approach of active methodology combined with the students' context favors the appropriation of content, enhances the meaningful learning of physical phenomena and makes the classes more dynamic.O ensino de Física visa contribuir para o processo formativo dos estudantes, possibilitando a resolução de problemas e desafios no dia a dia. No contexto dos colégios do campo, a abordagem de situações concretas e contextualizadas auxilia no processo de aprendizagem científica do aluno. O presente trabalho apresenta um relato de experiência que busca discutir o potencial da resolução de problemas e a investigação no Ensino de Física, utilizando-se da metodologia da Aprendizagem Baseada em Projetos. A experiência foi desenvolvida com uma turma de 2ª série do Ensino Médio de um colégio do campo. Os dados foram analisados de forma qualitativa, comparando os avanços obtidos pelos estudantes no pré e pós testes aplicados à turma. Os resultados obtidos mostraram que a abordagem da metodologia ativa aliada ao contexto dos estudantes favorece a apropriação dos conteúdos, potencializa a aprendizagem significativa dos fenômenos físicos e torna as aulas mais dinâmicas.
Palavras-chave: ensino de física, educação do campo, resolução de problemas, aprendizagem significativa.
Study of thermal physics from the construction of an electric brooder: Project Based Learning
ABSTRACT. The teaching of Physics aims to contribute to the formative process of students, enabling the resolution of problems and challenges in daily life. In the context of country school, the approach of concrete and contextualized situations assists in the student's scientific learning process. This paper presents an experience report that seeks to discuss the potential of problem-solving and inquiry in Physics Education, using the methodology of Project Based Learning. The experience was developed with a 2nd grade class of High School in a country school. The data were analyzed qualitatively, comparing the progress achieved by students in pre and post-tests applied to the class. The results obtained showed that the approach of active methodology combined with the students' context favors the appropriation of content, enhances the meaningful learning of physical phenomena and makes the classes more dynamic.
Keywords: teaching of physics, rural education, problem solving, meaningful learning.
Estudio de física térmica a partir de la construcción de una incubadora eléctrica: aprendizaje basado en proyectos
RESUMEN. La enseñanza de Física tiene como objetivo contribuir al proceso formativo de los estudiantes, permitiendo la resolución de problemas y desafíos en la vida cotidiana. En el contexto de las escuelas de campo, el enfoque de situaciones concretas y contextualizadas ayuda en el proceso de aprendizaje científico del alumno. Este trabajo presenta un informe de experiencia que busca discutir el potencial de la resolución de problemas y la investigación en la enseñanza de Física, utilizando la metodología del Aprendizaje Basado en Proyectos. La experiencia se desarrolló con una clase de 2º grado de secundaria en una escuela de campo. Los datos fueron analizados de manera cualitativa, comparando los avances logrados por los estudiantes en pruebas previas y posteriores aplicadas a la clase. Los resultados obtenidos mostraron que el enfoque de la metodología activa combinada con el contexto de los estudiantes favorece la apropiación del contenido, mejora el aprendizaje significativo de los fenómenos físicos y hace que las clases sean más dinámicas.
Palabras clave: enseñanza de física, educación rural, resolución de problemas, aprendizaje significativo
A importância da leitura na formação de sujeitos privados de liberdade
Get PDFABSTRACT. Discussing education for individuals deprived of their freedom is a controversial topic. However, it provides the opportunity for the emergence of other paths and possibilities for further research in the area. The interest in the topic arose after learning about the Clube dos Livres extension project, from the Federal University of Northern Tocantins, developed at the Tocantinópolis Penal Unit with people deprived of liberty. This article, co-authored with the Advisor, is an excerpt from the research developed from a case study of the extension project. Thus, it is proposed to identify the meanings attributed by project participants to experiences with reading in prison, discuss some understandings of the rights attributed to these subjects, inside and outside prison, and how reading has the power to enhance the formation of readers even within an exclusionary space that is unfavorable for learning. We are looking for theorists who discuss literature and human rights aimed at people in situations of extreme vulnerability, as is the case of prisoners, aiming to answer the following question “How does reading, as an instrument of remission of sentence, contribute to the reading formation of subjects who have been in a situation of deprivation of liberty in the Tocantinópolis Penal Unit? To this end, qualitative research was developed, with an interpretative nature, within the area of Applied Linguistics (LA), using for this purpose semi-structured interviews that captured the perception of the subjects investigated with their experiences and how the educational processes experienced in prison contributed to live in society so that they felt included or not in society.ABSTRACT. Discussing education for individuals deprived of their freedom is a controversial topic. However, it provides the opportunity for the emergence of other paths and possibilities for further research in the area. The interest in the topic arose after learning about the Clube dos Livres extension project, from the Federal University of Northern Tocantins, developed at the Tocantinópolis Penal Unit with people deprived of liberty. This article, co-authored with the Advisor, is an excerpt from the research developed from a case study of the extension project. Thus, it is proposed to identify the meanings attributed by project participants to experiences with reading in prison, discuss some understandings of the rights attributed to these subjects, inside and outside prison, and how reading has the power to enhance the formation of readers even within an exclusionary space that is unfavorable for learning. We are looking for theorists who discuss literature and human rights aimed at people in situations of extreme vulnerability, as is the case of prisoners, aiming to answer the following question “How does reading, as an instrument of remission of sentence, contribute to the reading formation of subjects who have been in a situation of deprivation of liberty in the Tocantinópolis Penal Unit? To this end, qualitative research was developed, with an interpretative nature, within the area of Applied Linguistics (LA), using for this purpose semi-structured interviews that captured the perception of the subjects investigated with their experiences and how the educational processes experienced in prison contributed to live in society so that they felt included or not in society.
Keywords: Human rights. Reading Literature. Reader training. Library.RESUMEN. Hablar de educación para personas privadas de libertad es un tema controvertido. Sin embargo, brinda la oportunidad para el surgimiento de otros caminos y posibilidades para futuras investigaciones en el área. El interés por el tema surgió después de conocer el proyecto de ampliación del Clube dos Livres, de la Universidad Federal de Tocantins Norte, desarrollado en la Unidad Penal de Tocantinópolis con personas privadas de libertad. Este artículo, en coautoría con el Asesor, es un extracto de la investigación desarrollada a partir de un estudio de caso del proyecto de extensión. Así, se propone identificar los significados atribuidos por los participantes del proyecto a las experiencias de lectura en prisión, discutir algunas interpretaciones sobre los derechos atribuidos a estos sujetos, dentro y fuera de la prisión, y cómo la lectura tiene el poder de mejorar la formación de lectores incluso dentro de prisión. un espacio excluyente y desfavorable para el aprendizaje. Buscamos teóricos que discutan sobre literatura y derechos humanos dirigidos a personas en situación de extrema vulnerabilidad, como es el caso de los presos, pretendiendo responder a la siguiente pregunta “¿Cómo contribuye la lectura, como instrumento de remisión de la pena, a la lectura? formación de sujetos que han estado en situación de privación de libertad en la Unidad Penal de Tocantinópolis? Para ello se desarrolló una investigación cualitativa, de carácter interpretativo, dentro del área de Lingüística Aplicada (LA), utilizando para ello entrevistas semiestructuradas que captaron la percepción de los sujetos investigados con sus vivencias y cómo se desarrollan los procesos educativos. Las experiencias vividas en prisión contribuyeron a vivir en sociedad de modo que se sintieran incluidos o no en la sociedad.ABSTRACT. Discussing education for individuals deprived of their freedom is a controversial topic. However, it provides the opportunity for the emergence of other paths and possibilities for further research in the area. The interest in the topic arose after learning about the Clube dos Livres extension project, from the Federal University of Northern Tocantins, developed at the Tocantinópolis Penal Unit with people deprived of liberty. This article, co-authored with the Advisor, is an excerpt from the research developed from a case study of the extension project. Thus, it is proposed to identify the meanings attributed by project participants to experiences with reading in prison, discuss some understandings of the rights attributed to these subjects, inside and outside prison, and how reading has the power to enhance the formation of readers even within an exclusionary space that is unfavorable for learning. We are looking for theorists who discuss literature and human rights aimed at people in situations of extreme vulnerability, as is the case of prisoners, aiming to answer the following question “How does reading, as an instrument of remission of sentence, contribute to the reading formation of subjects who have been in a situation of deprivation of liberty in the Tocantinópolis Penal Unit? To this end, qualitative research was developed, with an interpretative nature, within the area of Applied Linguistics (LA), using for this purpose semi-structured interviews that captured the perception of the subjects investigated with their experiences and how the educational processes experienced in prison contributed to live in society so that they felt included or not in society.Discutir educação para sujeitos privados de liberdade é um tema polêmico. Porém, oportuniza o surgimento de outros caminhos e possibilidades de mais pesquisas na área. O interesse pela temática surgiu após conhecer o projeto de extensão Clube dos Livres, da Universidade Federal do Norte do Tocantins, desenvolvido na Unidade Penal de Tocantinópolis com privados de liberdade. Este artigo, feito em coautoria com a Orientadora, é um recorte da pesquisa desenvolvida a partir de um estudo de caso do projeto extensionista. Assim, propõe-se identificar os significados atribuídos pelos participantes do projeto às experiências com leituras na prisão, discutir algumas compreensões dos direitos atribuídos a esses sujeitos, dentro e fora da prisão, e como a leitura tem o poder de potencializar a formação de leitores mesmo dentro de um espaço excluidor e pouco favorável para um aprendizado. Buscamos teóricos que discutem literatura e direitos humanos voltados para pessoas em situação de extrema vulnerabilidade, como é o caso dos detentos, objetivando responder ao seguinte questionamento “Como a leitura, como instrumento de remição de pena, contribui para a formação leitora dos sujeitos que estiveram em situação de privação de liberdade na Unidade Penal de Tocantinópolis? Para isso, desenvolveu-se uma pesquisa qualitativa, de cunho interpretativo, dentro da área da Linguística Aplicada (LA), utilizando para esse fim entrevistas semiestruturadas que captaram a percepção dos sujeitos investigados com as experiências vividas e como os processos educativos vivenciados na prisão contribuíram para o convívio em sociedade de forma que eles se sentissem inseridos ou não na sociedade.
Palavras-chave: direitos humanos, leitura, literatura, formação de leitores, biblioteca.
The importance of reading in the education of people deprived of their liberty
ABSTRACT. Discussing education for individuals deprived of their freedom is a controversial topic. However, it provides the opportunity for the emergence of other paths and possibilities for further research in the area. The interest in the topic arose after learning about the Clube dos Livres extension project, from the Federal University of Northern Tocantins, developed at the Tocantinópolis Penal Unit with people deprived of liberty. This article, co-authored with the Advisor, is an excerpt from the research developed from a case study of the extension project. Thus, it is proposed to identify the meanings attributed by project participants to experiences with reading in prison, discuss some understandings of the rights attributed to these subjects, inside and outside prison, and how reading has the power to enhance the formation of readers even within an exclusionary space that is unfavorable for learning. We are looking for theorists who discuss literature and human rights aimed at people in situations of extreme vulnerability, as is the case of prisoners, aiming to answer the following question “How does reading, as an instrument of remission of sentence, contribute to the reading formation of subjects who have been in a situation of deprivation of liberty in the Tocantinópolis Penal Unit? To this end, qualitative research was developed, with an interpretative nature, within the area of Applied Linguistics (LA), using for this purpose semi-structured interviews that captured the perception of the subjects investigated with their experiences and how the educational processes experienced in prison contributed to live in society so that they felt included or not in society.
Keywords: human rights, reading, literature, reader training, library.
La importancia de la lectura en la formación de sujetos privados de libertad
RESUMEN. Hablar de educación para personas privadas de libertad es un tema controvertido. Sin embargo, brinda la oportunidad para el surgimiento de otros caminos y posibilidades para futuras investigaciones en el área. El interés por el tema surgió después de conocer el proyecto de ampliación del Clube dos Livres, de la Universidad Federal de Tocantins Norte, desarrollado en la Unidad Penal de Tocantinópolis con personas privadas de libertad. Este artículo, en coautoría con el Asesor, es un extracto de la investigación desarrollada a partir de un estudio de caso del proyecto de extensión. Así, se propone identificar los significados atribuidos por los participantes del proyecto a las experiencias de lectura en prisión, discutir algunas interpretaciones sobre los derechos atribuidos a estos sujetos, dentro y fuera de la prisión, y cómo la lectura tiene el poder de mejorar la formación de lectores incluso dentro de prisión. un espacio excluyente y desfavorable para el aprendizaje. Buscamos teóricos que discutan sobre literatura y derechos humanos dirigidos a personas en situación de extrema vulnerabilidad, como es el caso de los presos, pretendiendo responder a la siguiente pregunta “¿Cómo contribuye la lectura, como instrumento de remisión de la pena, a la lectura? formación de sujetos que han estado en situación de privación de libertad en la Unidad Penal de Tocantinópolis? Para ello se desarrolló una investigación cualitativa, de carácter interpretativo, dentro del área de Lingüística Aplicada (LA), utilizando para ello entrevistas semiestructuradas que captaron la percepción de los sujetos investigados con sus vivencias y cómo se desarrollan los procesos educativos. Las experiencias vividas en prisión contribuyeron a vivir en sociedad de modo que se sintieran incluidos o no en la sociedad.
Palabras clave: derechos humanos, lectura, literatura, formación lectora, biblioteca
As escolas do campo, das águas e das florestas na pandemia de Covid-19: dificuldades e estratégias no ensino remoto emergencial
Get PDFThis article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.
Keywords: remote teaching, rural school, coronavirus pandemic.This article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.
Keywords: remote teaching, rural school, coronavirus pandemic.Este artículo investigó las dificultades que enfrentan las escuelas rurales, de las aguas y forestales, en diferentes regiones del país, para garantizar el acceso a la educación básica durante la pandemia de Covid-19, así como analizar las estrategias pedagógicas utilizadas durante la enseñanza remota de emergencia, con énfasis en el uso de las redes sociales. Los datos se obtuvieron a través de la investigación interinstitucional titulada Educación y escuelas rurales en tiempos de la pandemia Covid-19, desarrollada entre los años 2020-2023. Los datos nacionales se recolectaron a través de un cuestionario en línea y entrevistas vía videollamada. Los sujetos entrevistados fueron trabajadores de escuelas rurales que trabajaron en estas escuelas durante el año 2020. El artículo utiliza datos cuantitativos de cuestionarios para perfilar a los entrevistados y datos cualitativos de entrevistas para resaltar dificultades y estrategias en la práctica escolar. Se identificaron varias dificultades en la enseñanza remota, con énfasis en la falta de Internet y de equipos adecuados, comprometiendo el acceso a plataformas digitales. Otras dificultades destacadas están relacionadas con el uso de la estrategia de materiales impresos y el compromiso del proceso de enseñanza y aprendizaje por la necesidad de realizar la enseñanza remota. En particular, se utilizaron las redes sociales como estrategia de apoyo para facilitar la “enseñanza” y el aprendizaje.
Palabras clave: enseñanza remota, escuela rural, pandemia de coronavirus.This article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.
Keywords: remote teaching, rural school, coronavirus pandemic.Este artigo investigou as dificuldades enfrentadas pelas escolas do campo, das águas e das florestas, em diferentes regiões do país, para garantir o acesso à Educação Básica na pandemia de Covid-19, bem como analisou as estratégias pedagógicas utilizadas durante o ensino remoto emergencial, com destaque ao uso das redes sociais. Os dados provêm da pesquisa interinstitucional intitulada Educação e escolas do campo em tempos de pandemia da Covid-19, desenvolvida entre os anos de 2020 e 2023. Foram coletados dados nacionais através de questionário on-line e entrevistas por videochamada e os sujeitos entrevistados foram trabalhadoras e trabalhadores das escolas do campo em 2020. O artigo utiliza dados quantitativos dos questionários para traçar o perfil dos entrevistados e dados qualitativos das entrevistas para destacar dificuldades e estratégias na prática escolar. Foram identificadas diversas dificuldades no ensino remoto, com destaque para a falta de internet e de equipamentos adequados, comprometendo o acesso às plataformas digitais. Outras dificuldades apontadas relacionam-se ao uso da estratégia de materiais impressos e o comprometimento do processo de ensino e aprendizagem a partir da necessidade de realizar o ensino remoto. Notavelmente, as redes sociais foram utilizadas como uma estratégia de suporte para facilitar o “ensino” e a aprendizagem.
Palavras-chave: ensino remoto, escola do campo, pandemia do coronavírus.
Rural, water and forest schools in the Covid-19 pandemic: difficulties and strategies in emergency remote teaching
ABSTRACT. This article investigated the difficulties faced by rural, water and forest schools, in different regions of the country, to guarantee access to basic education during the Covid-19 pandemic, as well as analyzing the pedagogical strategies used during emergency remote teaching, with emphasis on the use of social networks. The data were obtained through interinstitutional research entitled Education and rural schools in times of the Covid-19 pandemic, developed between the years 2020-2023. National data were collected through an online questionnaire and interviews via video call. The subjects interviewed were workers from rural schools in 2020. The article uses quantitative data from questionnaires to profile the interviewees and qualitative data from interviews to highlight difficulties and strategies in school practice. Several difficulties in remote teaching were identified, with emphasis on the lack of internet and adequate equipment, compromising access to digital platforms. Other difficulties highlighted are related to the use of the printed materials strategy and the compromising of the teaching and learning process due to the need to carry out remote teaching. Notably, the social networks were used as a support strategy to facilitate “teaching” and learning.
Keywords: remote teaching, rural school, coronavirus pandemic.
Escuelas rurales, hídricas y forestales en la pandemia de Covid-19: dificultades y estrategias en la enseñanza remota de emergencia
RESUMEN. Este artículo investigó las dificultades que enfrentan las escuelas rurales, de las aguas y forestales, en diferentes regiones del país, para garantizar el acceso a la educación básica durante la pandemia de Covid-19, así como analizar las estrategias pedagógicas utilizadas durante la enseñanza remota de emergencia, con énfasis en el uso de las redes sociales. Los datos se obtuvieron a través de la investigación interinstitucional titulada Educación y escuelas rurales en tiempos de la pandemia Covid-19, desarrollada entre los años 2020-2023. Los datos nacionales se recolectaron a través de un cuestionario en línea y entrevistas vía videollamada. Los sujetos entrevistados fueron trabajadores de escuelas rurales que trabajaron en estas escuelas durante el año 2020. El artículo utiliza datos cuantitativos de cuestionarios para perfilar a los entrevistados y datos cualitativos de entrevistas para resaltar dificultades y estrategias en la práctica escolar. Se identificaron varias dificultades en la enseñanza remota, con énfasis en la falta de Internet y de equipos adecuados, comprometiendo el acceso a plataformas digitales. Otras dificultades destacadas están relacionadas con el uso de la estrategia de materiales impresos y el compromiso del proceso de enseñanza y aprendizaje por la necesidad de realizar la enseñanza remota. En particular, se utilizaron las redes sociales como estrategia de apoyo para facilitar la “enseñanza” y el aprendizaje.
Palabras clave: enseñanza remota, escuela rural, pandemia de coronavirus
Mulheres, raça, trabalho e Educação do Campo durante a pandemia de Covid-19
Get PDFABSTRACT. This article is the result of an interinstitutional research entitled “Education and Rural Schools in times of the COVID-19 pandemic” that began during 2020. We performed the research through a quantitative approach, with the application of questionnaires with students and former students from the courses of Rural Education, Pedagogy of Land and Indigenous Pedagogy. After this first moment, we developed online qualitative interviews. We seek to present an analytical outline based on the data collected, especially at the intersections between class, women, race, work and rural education. Although it was not the centrality of the investigation, it pointed out a series of data that came from the concrete lives of these women and required a more systematic analysis. To present this debate, the article emphasized three major themes, namely: Women, Class, Race and Ethnicity through the profile of the women who participated in the research; Work, Gender and Race in Rural Education during the pandemic; and the impacts of the pandemic on women in Rural Education. Among the main results, there is a greater presence of women and black people engaged in Rural Education, most of whom are mothers. Among the main impacts that these women suffered in their lives, the increase in work, decreased income and dedication to their studies and their children during the pandemic stand out, which was precarious for most of them.ABSTRACT. This article is the result of an interinstitutional research entitled “Education and Rural Schools in times of the COVID-19 pandemic” that began during 2020. We performed the research through a quantitative approach, with the application of questionnaires with students and former students from the courses of Rural Education, Pedagogy of Land and Indigenous Pedagogy. After this first moment, we developed online qualitative interviews. We seek to present an analytical outline based on the data collected, especially at the intersections between class, women, race, work and rural education. Although it was not the centrality of the investigation, it pointed out a series of data that came from the concrete lives of these women and required a more systematic analysis. To present this debate, the article emphasized three major themes, namely: Women, Class, Race and Ethnicity through the profile of the women who participated in the research; Work, Gender and Race in Rural Education during the pandemic; and the impacts of the pandemic on women in Rural Education. Among the main results, there is a greater presence of women and black people engaged in Rural Education, most of whom are mothers. Among the main impacts that these women suffered in their lives, the increase in work, decreased income and dedication to their studies and their children during the pandemic stand out, which was precarious for most of them.RESUMEN. Este artículo es resultado de una investigación interinstitucional denominada “Educación y Escuelas Rurales en tiempos de la pandemia COVID-19” iniciada durante el año 2020. La investigación se efetuó de modo cuantitativo, con la aplicación de encuestas con estudiantes y egresados de las carreras de Licenciatura en Educación del Campo, Pedagogía de la Tierra y Pedagogía Indígena. En un segundo momento, se realizaron entrevistas cualitativas en modo virtual (en línea). Buscamos presentar un esquema analítico a partir de los datos recolectados, especialmente en las intersecciones entre clases, mujeres, raza, trabajo y educación rural. Si bien no fue la centralidad de la investigación, sí señaló una serie de datos que provenían de la vida concreta de estas mujeres y requerían un análisis más sistemático. Para presentar este debate, el artículo enfatizó tres grandes temas, a saber: Mujer, Clase, Raza y Etnicidad a través del perfil de las mujeres que participaron de la investigación; Trabajo, Género y Raza en la Educación Rural durante la pandemia; y los impactos de la pandemia en las mujeres de la Educación Rural. Entre los principales resultados, hay mayor presencia de mujeres y personas negras involucradas en la Educación Rural, la mayoría de las cuales son madres. Entre los principales impactos que sufrieron estas mujeres en sus vidas destacan el aumento del trabajo, la disminución de ingresos y la dedicación a sus estudios y a sus hijos durante la pandemia, que fue precaria para la mayoría de ellas.ABSTRACT. This article is the result of an interinstitutional research entitled “Education and Rural Schools in times of the COVID-19 pandemic” that began during 2020. We performed the research through a quantitative approach, with the application of questionnaires with students and former students from the courses of Rural Education, Pedagogy of Land and Indigenous Pedagogy. After this first moment, we developed online qualitative interviews. We seek to present an analytical outline based on the data collected, especially at the intersections between class, women, race, work and rural education. Although it was not the centrality of the investigation, it pointed out a series of data that came from the concrete lives of these women and required a more systematic analysis. To present this debate, the article emphasized three major themes, namely: Women, Class, Race and Ethnicity through the profile of the women who participated in the research; Work, Gender and Race in Rural Education during the pandemic; and the impacts of the pandemic on women in Rural Education. Among the main results, there is a greater presence of women and black people engaged in Rural Education, most of whom are mothers. Among the main impacts that these women suffered in their lives, the increase in work, decreased income and dedication to their studies and their children during the pandemic stand out, which was precarious for most of them.Este artigo é fruto de uma pesquisa interinstitucional denominada “Educação e Escolas do campo em tempos de pandemia de COVID-19”, que iniciou durante o ano de 2020. A investigação foi efetuada de forma quantitativa, com a aplicação de questionários com estudantes e egressos dos Cursos de Licenciatura em Educação do Campo, Pedagogia da Terra e Pedagogia Indígena. Em um segundo momento, foram realizadas entrevistas qualitativas de modo virtual (online). Buscamos apresentar um esboço analítico a partir dos dados coletados nessa pesquisa, especialmente nas intersecções entre classe, mulher, raça, trabalho e educação do campo. Embora não tenham sido a centralidade da investigação, ela apontou uma série de dados que saltaram da vida concreta dessas mulheres e necessitavam de uma análise mais sistematizada. Para apresentação desse debate, o artigo enfatizou três grandes temas, a saber: Mulheres, Classe e Raça e Etnia, por meio do perfil das mulheres que participaram da pesquisa; Trabalho, Gênero e Raça na Educação do Campo durante a pandemia; e os impactos da pandemia para a mulher na Educação do Campo. Entre os resultados principais destaca-se maior presença de mulheres e pessoas negras engajadas na Educação do Campo, sendo que a maior parte delas são mães. Entre os principais impactos que essas mulheres sofreram em suas vidas destacam-se o aumento de trabalho, a diminuição da renda e a dedicação aos estudos delas e dos filhos durante a pandemia, o que se deu de modo precário para grande parte delas.
Palavras-chave: mulheres, raça, trabalho, pandemia, educação do campo.
Women, race, work, and Rural Education during the Covid-19 pandemic
ABSTRACT. This article is the result of an interinstitutional research entitled “Education and Rural Schools in times of the COVID-19 pandemic” that began during 2020. We performed the research through a quantitative approach, with the application of questionnaires with students and former students from the courses of Rural Education, Pedagogy of Land and Indigenous Pedagogy. After this first moment, we developed online qualitative interviews. We seek to present an analytical outline based on the data collected, especially at the intersections between class, women, race, work and rural education. Although it was not the centrality of the investigation, it pointed out a series of data that came from the concrete lives of these women and required a more systematic analysis. To present this debate, the article emphasized three major themes, namely: Women, Class, Race and Ethnicity through the profile of the women who participated in the research; Work, Gender and Race in Rural Education during the pandemic; and the impacts of the pandemic on women in Rural Education. Among the main results, there is a greater presence of women and black people engaged in Rural Education, most of whom are mothers. Among the main impacts that these women suffered in their lives, the increase in work, decreased income and dedication to their studies and their children during the pandemic stand out, which was precarious for most of them.
Keywords: women, class, race, pandemic, rural education.
Mujeres, raza, trabajo y Educación Rural durante la pandemia de Covid-19
RESUMEN. Este artículo es resultado de una investigación interinstitucional denominada “Educación y Escuelas Rurales en tiempos de la pandemia COVID-19” iniciada durante el año 2020. La investigación se efetuó de modo cuantitativo, con la aplicación de encuestas con estudiantes y egresados de las carreras de Licenciatura en Educación del Campo, Pedagogía de la Tierra y Pedagogía Indígena. En un segundo momento, se realizaron entrevistas cualitativas en modo virtual (en línea). Buscamos presentar un esquema analítico a partir de los datos recolectados, especialmente en las intersecciones entre clases, mujeres, raza, trabajo y educación rural. Si bien no fue la centralidad de la investigación, sí señaló una serie de datos que provenían de la vida concreta de estas mujeres y requerían un análisis más sistemático. Para presentar este debate, el artículo enfatizó tres grandes temas, a saber: Mujer, Clase, Raza y Etnicidad a través del perfil de las mujeres que participaron de la investigación; Trabajo, Género y Raza en la Educación Rural durante la pandemia; y los impactos de la pandemia en las mujeres de la Educación Rural. Entre los principales resultados, hay mayor presencia de mujeres y personas negras involucradas en la Educación Rural, la mayoría de las cuales son madres. Entre los principales impactos que sufrieron estas mujeres en sus vidas destacan el aumento del trabajo, la disminución de ingresos y la dedicación a sus estudios y a sus hijos durante la pandemia, que fue precaria para la mayoría de ellas.
Palabras clave: mujeres, clase, raza, pandemia, educación rural
Educação do Campo, das Águas e das Florestas e a Educação Popular em Saúde em tempos de pandemia da Covid-19
Get PDFABSTRACT. Given the context of the pandemic that has ravaged the world, the text's object is the relationship between Peasant Education and Popular Health Education in the face of resistance practices in confronting Covid-19, considering the denialist and negligent stance of Brazilian State government officials, especially in the most serious moments of the disease. In this sense, the central objective of the study was to reflect on the consequences of the pandemic on Peasant Education, as well as Water and Forest Education, and on coping actions based on Popular Health Education. Methodologically, the article is based on bibliographic and documentary studies, in addition to a brief statement from an indigenous leader. The analyses indicate that the State has failed to implement public policies and that there are still limits in the implementation of the National Policy for Comprehensive Health of Populations in the Countryside, Forests and Waters; there is also a need to expand scientific production on Peasant Education and Popular Education in Health. In conclusion, we observe the importance of the resistance of Countryside, Waters and Forests people and the recognition of popular knowledge in dialogue with scientific knowledge.ABSTRACT. Given the context of the pandemic that has ravaged the world, the text's object is the relationship between Peasant Education and Popular Health Education in the face of resistance practices in confronting Covid-19, considering the denialist and negligent stance of Brazilian State government officials, especially in the most serious moments of the disease. In this sense, the central objective of the study was to reflect on the consequences of the pandemic on Peasant Education, as well as Water and Forest Education, and on coping actions based on Popular Health Education. Methodologically, the article is based on bibliographic and documentary studies, in addition to a brief statement from an indigenous leader. The analyses indicate that the State has failed to implement public policies and that there are still limits in the implementation of the National Policy for Comprehensive Health of Populations in the Countryside, Forests and Waters; there is also a need to expand scientific production on Peasant Education and Popular Education in Health. In conclusion, we observe the importance of the resistance of Countryside, Waters and Forests people and the recognition of popular knowledge in dialogue with scientific knowledge.RESUMEN. Dado el contexto de pandemia que ha asolado al mundo, el texto tiene como objeto la relación entre la Educación del Campo y la Educación Popular para la Salud frente a las prácticas de resistencia en el enfrentamiento al Covid-19, considerando la postura negacionista y negligente de los funcionarios de gobierno del Estado brasileño, principalmente en los momentos más graves de la enfermedad. En este sentido, el objetivo central del estudio fue reflexionar sobre las consecuencias de la pandemia en la Educación del Campo, Aguas y Forestal y las acciones para combatirla través la Educación Popular para la Salud. Metodológicamente, el artículo se sustenta en estudios bibliográficos, documentales y en un breve enunciado de un líder indígena. Los análisis indican que el Estado no ha implementado políticas públicas y aún existen límites en la implementación de la Política Nacional de Salud Integral de las Poblaciones del Campo, Aguas y Forestal; también es necesario ampliar la producción científica sobre Educación del Campo y Educación Popular en Salud. En conclusión, se observa la importancia de la resistencia de los pueblos del Campo, Aguas y Forestal y el reconocimiento del saber popular en diálogo con el saber científico.ABSTRACT. Given the context of the pandemic that has ravaged the world, the text's object is the relationship between Peasant Education and Popular Health Education in the face of resistance practices in confronting Covid-19, considering the denialist and negligent stance of Brazilian State government officials, especially in the most serious moments of the disease. In this sense, the central objective of the study was to reflect on the consequences of the pandemic on Peasant Education, as well as Water and Forest Education, and on coping actions based on Popular Health Education. Methodologically, the article is based on bibliographic and documentary studies, in addition to a brief statement from an indigenous leader. The analyses indicate that the State has failed to implement public policies and that there are still limits in the implementation of the National Policy for Comprehensive Health of Populations in the Countryside, Forests and Waters; there is also a need to expand scientific production on Peasant Education and Popular Education in Health. In conclusion, we observe the importance of the resistance of Countryside, Waters and Forests people and the recognition of popular knowledge in dialogue with scientific knowledge.Diante do contexto da pandemia que assolou o mundo, o texto tem como objeto a relação entre a Educação do Campo e a Educação Popular em Saúde frente às práticas de resistência no enfrentamento da Covid-19, considerando a postura negacionista e de negligência dos governantes do Estado brasileiro, principalmente nos momentos mais graves da doença. Nesse sentido, o objetivo central do estudo foi refletir sobre as consequências da pandemia na Educação do Campo, das Águas e das Florestas e sobre as ações de enfrentamento a partir da Educação Popular em Saúde. Metodologicamente, o artigo tem base em estudos bibliográficos e documentais, além de breve depoimento de uma liderança indígena. As análises apontam que o Estado se ausentou na efetivação de políticas públicas e que ainda há limites na implantação da Política Nacional de Saúde Integral das Populações do Campo, Florestas e Águas; também há necessidade de se ampliar a produção científica sobre Educação do Campo e Educação Popular em Saúde. Como conclusão, observa-se a importância da resistência dos povos do Campo, das Águas e das Florestas e do reconhecimento dos saberes populares no diálogo com o conhecimento científico.
Palavras-chave: educação do campo, educação popular em saúde, pandemia de Covid-19, políticas públicas, saberes populares.
Peasant Education, Water and Forest Education and Popular Health Education in times of the Covid-19 pandemic
ABSTRACT. Given the context of the pandemic that has ravaged the world, the text's object is the relationship between Peasant Education and Popular Health Education in the face of resistance practices in confronting Covid-19, considering the denialist and negligent stance of Brazilian State government officials, especially in the most serious moments of the disease. In this sense, the central objective of the study was to reflect on the consequences of the pandemic on Peasant Education, as well as Water and Forest Education, and on coping actions based on Popular Health Education. Methodologically, the article is based on bibliographic and documentary studies, in addition to a brief statement from an indigenous leader. The analyses indicate that the State has failed to implement public policies and that there are still limits in the implementation of the National Policy for Comprehensive Health of Populations in the Countryside, Forests and Waters; there is also a need to expand scientific production on Peasant Education and Popular Education in Health. In conclusion, we observe the importance of the resistance of Countryside, Waters and Forests people and the recognition of popular knowledge in dialogue with scientific knowledge.
Keywords: peasant education, popular health education, Covid-19 pandemic, public policies, popular knowledge.
Educación del Campo, Agua y Forestal y Educación Popular para la Salud en tiempos de la pandemia del Covid-19
RESUMEN. Dado el contexto de pandemia que ha asolado al mundo, el texto tiene como objeto la relación entre la Educación del Campo y la Educación Popular para la Salud frente a las prácticas de resistencia en el enfrentamiento al Covid-19, considerando la postura negacionista y negligente de los funcionarios de gobierno del Estado brasileño, principalmente en los momentos más graves de la enfermedad. En este sentido, el objetivo central del estudio fue reflexionar sobre las consecuencias de la pandemia en la Educación del Campo, Aguas y Forestal y las acciones para combatirla través la Educación Popular para la Salud. Metodológicamente, el artículo se sustenta en estudios bibliográficos, documentales y en un breve enunciado de un líder indígena. Los análisis indican que el Estado no ha implementado políticas públicas y aún existen límites en la implementación de la Política Nacional de Salud Integral de las Poblaciones del Campo, Aguas y Forestal; también es necesario ampliar la producción científica sobre Educación del Campo y Educación Popular en Salud. En conclusión, se observa la importancia de la resistencia de los pueblos del Campo, Aguas y Forestal y el reconocimiento del saber popular en diálogo con el saber científico.
Palabras clave: educación del campo, educación popular para la salud, pandemia de covid-19, políticas públicas, saber popular
Educação Popular emancipadora e superexploração: retratos da luta de classes
Get PDFABSTRACT. This article aims to reflect on the following problematizing questions: 1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To begin the reflective trajectory, we start with a Mexican mural-image by Alba Calderón, entitled Os desocupados. In the theoretical framework of Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara, and the sociologist-muralist Eduardo Kingman, the reflection intends to address the questions above, to, in the end, make considerations about the centrality of popular education in the light of experience of rural social movements.ABSTRACT. This article aims to reflect on the following problematizing questions: 1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To begin the reflective trajectory, we start with a Mexican mural-image by Alba Calderón, entitled Os desocupados. In the theoretical framework of Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara, and the sociologist-muralist Eduardo Kingman, the reflection intends to address the questions above, to, in the end, make considerations about the centrality of popular education in the light of experience of rural social movements.1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To travel this winding road full of surprises and gentleness that only time, as a shelter for journeys, offers, you need the precious theoretical, experiential and political company of some great Latin-Caribbean references on the subject. After all, in order to truly travel with pleasure, it is necessary to maintain the coherence of the prose, in a society silenced by drugs, technology, and the aversion to contact with natural life on the part of this society that has become dehumanized.Este artículo pretende reflexionar sobre las siguientes cuestiones problematizadoras: 1) ¿Qué es la educación popular, cuál es su origen y qué enseñanzas nos brinda? 2) ¿Por qué, después de tantos siglos históricos de resistencia y producción de órdenes distintos al hegemónico, parte del campo crítico mantiene la desviación respecto de los contenidos de la educación popular en su real intención emancipadora?Para recorrer este sinuoso camino lleno de sorpresas y gentilezas que sólo el tiempo, como refugio de los viajes, ofrece, se necesita la preciosa compañía teórica, vivencial y política de algunos grandes referentes latinocaribeños en la materia. Al fin y al cabo, para viajar verdaderamente con placer es necesario mantener la coherencia de la prosa, en una sociedad silenciada por las drogas, la tecnología y la aversión al contacto con la vida natural por parte de esta sociedad que se ha deshumanizado.ABSTRACT. This article aims to reflect on the following problematizing questions: 1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To begin the reflective trajectory, we start with a Mexican mural-image by Alba Calderón, entitled Os desocupados. In the theoretical framework of Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara, and the sociologist-muralist Eduardo Kingman, the reflection intends to address the questions above, to, in the end, make considerations about the centrality of popular education in the light of experience of rural social movements.O presente artigo tem como objetivo refletir sobre as seguintes perguntas problematizadoras: 1) O que é a educação popular, qual sua origem e quais ensinamentos nos proporciona? 2) Por que, passados tantos séculos históricos de resistências e produção de outras ordens para além da hegemônica, parte do campo crítico mantém o desvio acerca do conteúdo da educação popular em sua real intenção emancipadora? Para percorrer essa estrada sinuosa repleta de sobressaltos e mansidões que somente o tempo, como abrigo das caminhadas, oferece, é necessária a preciosa companhia teórica, experiencial e política de algumas grandes referências latino-caribenhas no tema. Afinal, para realmente viajarmos com prazer, é necessário manter a coerência do dedo de prosa, em uma sociedade silenciada pelas drogas, pelas tecnologias, pela ojeriza ao contato com a vida in natura de parte dessa sociedade que se desumanizou.
Palavras chave: educação popular, dependência, movimentos sociais do campo.
Emancipatory Popular Education and overexploitation: portraits of the class struggle
ABSTRACT. This article aims to reflect on the following problematizing questions: 1) What is popular education, what is its origin and what teachings does it provide us? 2) Why, after so many historical centuries of resistance and production of orders other than the hegemonic, does part of the critical field maintain the deviation regarding the content of popular education in its real emancipatory intention? To begin the reflective trajectory, we start with a Mexican mural-image by Alba Calderón, entitled Os desocupados. In the theoretical framework of Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara, and the sociologist-muralist Eduardo Kingman, the reflection intends to address the questions above, to, in the end, make considerations about the centrality of popular education in the light of experience of rural social movements.
Keywords: popular education, dependency, rural social movements.
Educación popular emancipadora y superexplotación: retratos de la lucha de clases
RESUMEN. Este artículo pretende reflexionar sobre las siguientes cuestiones problematizadoras: 1) ¿Qué es la educación popular, cuál es su origen y qué enseñanzas nos brinda? 2) ¿Por qué, después de tantos siglos históricos de resistencia y producción de órdenes distintos al hegemónico, parte del campo crítico mantiene la desviación respecto de los contenidos de la educación popular en su real intención emancipadora? Para iniciar la trayectoria reflexiva, partimos de un mural-imagen mexicana de Alba Calderón, titulado Os desocupados. En el marco teórico de Paulo Freire, José de Souza Martins, Claudia Korol, Oscar Jara y el sociólogo-muralista Eduardo Kingman, la reflexión pretende abordar las cuestiones anteriores, para, finalmente, hacer consideraciones sobre la centralidad de la educación popular, a la luz de la experiencia de los movimientos sociales rurales.
Palabras clave: educación popular, dependencia, movimientos sociales rurales
Affective memories of older adults regarding play in the far North of Brazil
Get PDFMemórias afetivas de idosos sobre o brincar no extremo Norte do Brasil
O presente estudo tem como objetivo registrar parte do acervo da cultura corporal da cidade de Tocantinópolis – TO, por meio das brincadeiras identificadas junto a idosos participantes do Projeto Saúde e cognição na melhor idade, sediado na Universidade Federal do Norte do Tocantins - UFNT. Para tanto, foi realizado um trabalho de campo, de natureza exploratória e análise qualitativa. A produção de informações em campo se deu mediante a realização de entrevistas semiestruturadas com 42 (quarenta e dois) idosos. Foram contemplados no roteiro das entrevistas os locais preferidos de vivência das brincadeiras, as companhias, os brinquedos utilizados, bem como suas características gerais. A análise das entrevistas permitiu a identificação de 64 (sessenta e quatro) manifestações, organizadas, conforme suas especificações, em 8 (oito) categorias. Os relatos também revelaram retratos de infâncias sofridas, decorrentes da pobreza e do trabalho precoce. Outrossim, parte dos registros tiveram como cenário o ambiente do campo, bem como a utilização de brinquedos confeccionados com recursos naturais.
Palavras-chave: cultura corporal, cotidiano, brincadeiras, tradição, memória.
Affective memories of older adults regarding play in the far North of Brazil
ABSTRACT. This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.
Keywords: body culture, everyday life, play, tradition, memory.
Memorias afectivas de ancianos sobre el juego en el extremo Norte de Brasil
RESUMEN. Este estudio tiene como objetivo registrar parte del acervo de cultura corporal de la ciudad de Tocantinópolis - TO, a través de los juegos identificados con ancianos participantes del Proyecto Salud y Cognición en la mejor edad, con sede en la Universidad Federal del Norte de Tocantins - UFNT . Para ello se realizó un trabajo de campo, de carácter exploratorio y de análisis cualitativo. La producción de información en campo se realizó a través de entrevistas semiestructuradas con 42 (cuarenta y dos) ancianos. Los lugares preferidos para experimentar los juegos, las empresas, los juguetes utilizados, así como sus características generales, fueron contemplados en el guión de entrevista. El análisis de las entrevistas permitió la identificación de 64 (sesenta y cuatro) manifestaciones, organizadas, según sus especificaciones, en 8 (ocho) categorías. Los reportajes también revelaron retratos de infancias sufridas, producto de la pobreza y del trabajo temprano. Además, parte de los registros tuvo como escenario el ambiente de campo, así como el uso de juguetes elaborados con recursos naturales.
Palabras clave: cultura corporal, cotidiano, juegos, tradición, memoria.Memórias afetivas de idosos sobre o brincar no extremo Norte do Brasil
O presente estudo tem como objetivo registrar parte do acervo da cultura corporal da cidade de Tocantinópolis – TO, por meio das brincadeiras identificadas junto a idosos participantes do Projeto Saúde e cognição na melhor idade, sediado na Universidade Federal do Norte do Tocantins - UFNT. Para tanto, foi realizado um trabalho de campo, de natureza exploratória e análise qualitativa. A produção de informações em campo se deu mediante a realização de entrevistas semiestruturadas com 42 (quarenta e dois) idosos. Foram contemplados no roteiro das entrevistas os locais preferidos de vivência das brincadeiras, as companhias, os brinquedos utilizados, bem como suas características gerais. A análise das entrevistas permitiu a identificação de 64 (sessenta e quatro) manifestações, organizadas, conforme suas especificações, em 8 (oito) categorias. Os relatos também revelaram retratos de infâncias sofridas, decorrentes da pobreza e do trabalho precoce. Outrossim, parte dos registros tiveram como cenário o ambiente do campo, bem como a utilização de brinquedos confeccionados com recursos naturais.
Palavras-chave: cultura corporal, cotidiano, brincadeiras, tradição, memória.
Affective memories of older adults regarding play in the far North of Brazil
ABSTRACT. This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.
Keywords: body culture, everyday life, play, tradition, memory.
Memorias afectivas de ancianos sobre el juego en el extremo Norte de Brasil
RESUMEN. Este estudio tiene como objetivo registrar parte del acervo de cultura corporal de la ciudad de Tocantinópolis - TO, a través de los juegos identificados con ancianos participantes del Proyecto Salud y Cognición en la mejor edad, con sede en la Universidad Federal del Norte de Tocantins - UFNT . Para ello se realizó un trabajo de campo, de carácter exploratorio y de análisis cualitativo. La producción de información en campo se realizó a través de entrevistas semiestructuradas con 42 (cuarenta y dos) ancianos. Los lugares preferidos para experimentar los juegos, las empresas, los juguetes utilizados, así como sus características generales, fueron contemplados en el guión de entrevista. El análisis de las entrevistas permitió la identificación de 64 (sesenta y cuatro) manifestaciones, organizadas, según sus especificaciones, en 8 (ocho) categorías. Los reportajes también revelaron retratos de infancias sufridas, producto de la pobreza y del trabajo temprano. Además, parte de los registros tuvo como escenario el ambiente de campo, así como el uso de juguetes elaborados con recursos naturales.
Palabras clave: cultura corporal, cotidiano, juegos, tradición, memoria.Memórias afetivas de idosos sobre o brincar no extremo Norte do Brasil
O presente estudo tem como objetivo registrar parte do acervo da cultura corporal da cidade de Tocantinópolis – TO, por meio das brincadeiras identificadas junto a idosos participantes do Projeto Saúde e cognição na melhor idade, sediado na Universidade Federal do Norte do Tocantins - UFNT. Para tanto, foi realizado um trabalho de campo, de natureza exploratória e análise qualitativa. A produção de informações em campo se deu mediante a realização de entrevistas semiestruturadas com 42 (quarenta e dois) idosos. Foram contemplados no roteiro das entrevistas os locais preferidos de vivência das brincadeiras, as companhias, os brinquedos utilizados, bem como suas características gerais. A análise das entrevistas permitiu a identificação de 64 (sessenta e quatro) manifestações, organizadas, conforme suas especificações, em 8 (oito) categorias. Os relatos também revelaram retratos de infâncias sofridas, decorrentes da pobreza e do trabalho precoce. Outrossim, parte dos registros tiveram como cenário o ambiente do campo, bem como a utilização de brinquedos confeccionados com recursos naturais.
Palavras-chave: cultura corporal, cotidiano, brincadeiras, tradição, memória.
Affective memories of older adults regarding play in the far North of Brazil
ABSTRACT. This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.
Keywords: body culture, everyday life, play, tradition, memory.
Memorias afectivas de ancianos sobre el juego en el extremo Norte de Brasil
RESUMEN. Este estudio tiene como objetivo registrar parte del acervo de cultura corporal de la ciudad de Tocantinópolis - TO, a través de los juegos identificados con ancianos participantes del Proyecto Salud y Cognición en la mejor edad, con sede en la Universidad Federal del Norte de Tocantins - UFNT . Para ello se realizó un trabajo de campo, de carácter exploratorio y de análisis cualitativo. La producción de información en campo se realizó a través de entrevistas semiestructuradas con 42 (cuarenta y dos) ancianos. Los lugares preferidos para experimentar los juegos, las empresas, los juguetes utilizados, así como sus características generales, fueron contemplados en el guión de entrevista. El análisis de las entrevistas permitió la identificación de 64 (sesenta y cuatro) manifestaciones, organizadas, según sus especificaciones, en 8 (ocho) categorías. Los reportajes también revelaron retratos de infancias sufridas, producto de la pobreza y del trabajo temprano. Además, parte de los registros tuvo como escenario el ambiente de campo, así como el uso de juguetes elaborados con recursos naturales.
Palabras clave: cultura corporal, cotidiano, juegos, tradición, memoria.Memórias afetivas de idosos sobre o brincar no extremo Norte do Brasil
O presente estudo tem como objetivo registrar parte do acervo da cultura corporal da cidade de Tocantinópolis – TO, por meio das brincadeiras identificadas junto a idosos participantes do Projeto Saúde e cognição na melhor idade, sediado na Universidade Federal do Norte do Tocantins - UFNT. Para tanto, foi realizado um trabalho de campo, de natureza exploratória e análise qualitativa. A produção de informações em campo se deu mediante a realização de entrevistas semiestruturadas com 42 (quarenta e dois) idosos. Foram contemplados no roteiro das entrevistas os locais preferidos de vivência das brincadeiras, as companhias, os brinquedos utilizados, bem como suas características gerais. A análise das entrevistas permitiu a identificação de 64 (sessenta e quatro) manifestações, organizadas, conforme suas especificações, em 8 (oito) categorias. Os relatos também revelaram retratos de infâncias sofridas, decorrentes da pobreza e do trabalho precoce. Outrossim, parte dos registros tiveram como cenário o ambiente do campo, bem como a utilização de brinquedos confeccionados com recursos naturais.
Palavras-chave: cultura corporal, cotidiano, brincadeiras, tradição, memória.
Affective memories of older adults regarding play in the far North of Brazil
ABSTRACT. This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.
Keywords: body culture, everyday life, play, tradition, memory.
Memorias afectivas de ancianos sobre el juego en el extremo Norte de Brasil
RESUMEN. Este estudio tiene como objetivo registrar parte del acervo de cultura corporal de la ciudad de Tocantinópolis - TO, a través de los juegos identificados con ancianos participantes del Proyecto Salud y Cognición en la mejor edad, con sede en la Universidad Federal del Norte de Tocantins - UFNT . Para ello se realizó un trabajo de campo, de carácter exploratorio y de análisis cualitativo. La producción de información en campo se realizó a través de entrevistas semiestructuradas con 42 (cuarenta y dos) ancianos. Los lugares preferidos para experimentar los juegos, las empresas, los juguetes utilizados, así como sus características generales, fueron contemplados en el guión de entrevista. El análisis de las entrevistas permitió la identificación de 64 (sesenta y cuatro) manifestaciones, organizadas, según sus especificaciones, en 8 (ocho) categorías. Los reportajes también revelaron retratos de infancias sufridas, producto de la pobreza y del trabajo temprano. Además, parte de los registros tuvo como escenario el ambiente de campo, así como el uso de juguetes elaborados con recursos naturales.
Palabras clave: cultura corporal, cotidiano, juegos, tradición, memoria.Memórias afetivas de idosos sobre o brincar no extremo Norte do Brasil
O presente estudo tem como objetivo registrar parte do acervo da cultura corporal da cidade de Tocantinópolis – TO, por meio das brincadeiras identificadas junto a idosos participantes do Projeto Saúde e cognição na melhor idade, sediado na Universidade Federal do Norte do Tocantins - UFNT. Para tanto, foi realizado um trabalho de campo, de natureza exploratória e análise qualitativa. A produção de informações em campo se deu mediante a realização de entrevistas semiestruturadas com 42 (quarenta e dois) idosos. Foram contemplados no roteiro das entrevistas os locais preferidos de vivência das brincadeiras, as companhias, os brinquedos utilizados, bem como suas características gerais. A análise das entrevistas permitiu a identificação de 64 (sessenta e quatro) manifestações, organizadas, conforme suas especificações, em 8 (oito) categorias. Os relatos também revelaram retratos de infâncias sofridas, decorrentes da pobreza e do trabalho precoce. Outrossim, parte dos registros tiveram como cenário o ambiente do campo, bem como a utilização de brinquedos confeccionados com recursos naturais.
Palavras-chave: cultura corporal, cotidiano, brincadeiras, tradição, memória.
Affective memories of older adults regarding play in the far North of Brazil
ABSTRACT. This study aims to register part of the collection of body culture in the city of Tocantinópolis, Tocantins, located in the North of Brazil, based on the play reported by the older adult participants in the Health and Cognition Project for Seniors at the FUNT (Federal University of Northeast of Tocantins). Thus, we carried out exploratory fieldwork and qualitative analysis. The field information was gathered through semi-structured interviews with 42 (forty-two) participants. The script of the interviews encompassed their favourite places to play, partnerships, toys, and general characteristics. The analysis of the interviews indicated 64 (sixty-four) manifestations, divided into 8 (eight) categories, according to their particularities. The reports also revealed some portraits of a childhood suffering from poverty and early employment. Furthermore, the rural environment was the setting of some records, using toys manufactured with natural resources.
Keywords: body culture, everyday life, play, tradition, memory.
Memorias afectivas de ancianos sobre el juego en el extremo Norte de Brasil
RESUMEN. Este estudio tiene como objetivo registrar parte del acervo de cultura corporal de la ciudad de Tocantinópolis - TO, a través de los juegos identificados con ancianos participantes del Proyecto Salud y Cognición en la mejor edad, con sede en la Universidad Federal del Norte de Tocantins - UFNT . Para ello se realizó un trabajo de campo, de carácter exploratorio y de análisis cualitativo. La producción de información en campo se realizó a través de entrevistas semiestructuradas con 42 (cuarenta y dos) ancianos. Los lugares preferidos para experimentar los juegos, las empresas, los juguetes utilizados, así como sus características generales, fueron contemplados en el guión de entrevista. El análisis de las entrevistas permitió la identificación de 64 (sesenta y cuatro) manifestaciones, organizadas, según sus especificaciones, en 8 (ocho) categorías. Los reportajes también revelaron retratos de infancias sufridas, producto de la pobreza y del trabajo temprano. Además, parte de los registros tuvo como escenario el ambiente de campo, así como el uso de juguetes elaborados con recursos naturales.
Palabras clave: cultura corporal, cotidiano, juegos, tradición, memoria
ENSINO DE QUÍMICA E NOVO ENSINO MÉDIO (NEM): NARRATIVAS E SABERES DE PROFESSORES DA SEDUC-MT EM FOCO
Get PDFIn the realm of exploring the role of educators, the significance of essential knowledge sets crucial to the teaching profession, extensively researched within academia, stands out. This article delves into the domain of Chemistry education, investigating the outlooks and expectations of a cohort of educators who joined Mato Grosso's state education network (SEDUC-MT) through a public competition (2017/1), amid the advent of the Novo Ensino Médio (NEM). The study seeks to uncover: How do the perspectives, experiences, and personal journeys of Chemistry teachers from SEDUC/MT in Cuiabá shape their professional growth as they describe their teaching practices within the framework of the Novo Ensino Médio? The research adopts a narrative methodology, facilitating a nuanced exploration of both individual and collective narratives among educators. Data collection includes semi-structured interviews, providing a platform for educators to share insights and reflections on how changes in the NEM curriculum and methodologies impact their teaching approaches. The analysis employs Discursive Textual Analysis, not only scrutinizing the explicit content of narratives but also revealing the social contexts and underlying meanings inherent in the pedagogical practices discussed. This study aspires to advance discourse on basic education curriculum and contribute to the formulation of public policies aimed at enhancing teacher education. Furthermore, it aims to delve into the intricate interplay of essential knowledge crucial to pedagogical practice, such as Pedagogical Content Knowledge (PCK) outlined by Shulman, in a manner that is both contextually grounded and idiosyncratic.En el ámbito de explorar el papel de los educadores, destaca la importancia de conjuntos de conocimientos esenciales para la profesión docente, ampliamente investigados en la academia. Este artículo se adentra en el campo de la educación en Química, investigando las perspectivas y expectativas de un grupo de educadores que se incorporaron a la red de educación estatal de Mato Grosso (SEDUC-MT) mediante concurso público (2017/1), en el marco del Novo Ensino Médio (NEM). El estudio busca descubrir: ¿Cómo influyen las perspectivas, experiencias y trayectorias personales de los profesores de Química de SEDUC/MT en Cuiabá en su desarrollo profesional al narrar sus prácticas de enseñanza dentro del contexto del Novo Ensino Médio? La investigación adopta una metodología narrativa, facilitando una exploración matizada de las narrativas individuales y colectivas entre los educadores. La recolección de datos incluye entrevistas semiestructuradas, ofreciendo un espacio para que los educadores compartan sus percepciones y reflexiones sobre cómo los cambios en el currículo y metodologías del NEM afectan sus enfoques de enseñanza. El análisis emplea la Análisis Textual Discursivo, no solo examinando el contenido explícito de las narrativas, sino también revelando los contextos sociales y significados subyacentes en las prácticas pedagógicas discutidas.Este estudio aspira a avanzar en el discurso sobre el currículo de la educación básica y contribuir a la formulación de políticas públicas destinadas a mejorar la formación docente. Además, tiene como objetivo profundizar en la compleja interacción de conocimientos esenciales para la práctica pedagógica, como el Conocimiento Pedagógico del Contenido (PCK) delineado por Shulman, de manera contextual y idiosincrática.No âmbito da reflexão sobre o papel do professor, destaca-se a importância dos conjuntos de saberes essenciais à profissão docente, amplamente estudados pela academia. Este artigo se concentra na área de ensino de Química, explorando as projeções e expectativas de um grupo de professores que ingressaram na rede estadual de educação de Mato Grosso (SEDUC-MT) através do concurso público (2017/1), no contexto do Novo Ensino Médio (NEM). O estudo visa compreender: Como as perspectivas, vivências e experiências de um grupo de professores de Química da SEDUC/MT, em Cuiabá, relacionam-se com o desenvolvimento dos saberes docentes destes, ao narrarem o ensino que realizam nos moldes do Novo Ensino Médio? A pesquisa adotada é de natureza narrativa, permitindo uma exploração detalhada das histórias individuais e coletivas dos professores. A coleta de dados inclui entrevistas semiestruturadas, que oferecem espaço para os professores compartilharem percepções e reflexões sobre como as mudanças no currículo e nas metodologias do NEM impactam suas práticas de ensino. A análise dos dados, emprega-se a Análise Textual Discursiva, que não apenas examina o conteúdo explícito das narrativas, mas também desvela os contextos sociais e os significados subjacentes às práticas pedagógicas relatadas. Espera-se que este estudo contribua para avançar as discussões sobre o currículo na educação básica e para o desenvolvimento de políticas públicas relacionadas à formação de professores. Além disso, pretende-se explorar as interações entre os saberes fundamentais à prática pedagógica, como o Conhecimento Pedagógico do Conteúdo (PCK), proposto por Shulman, de maneira contextualizada e idiossincrática