Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
Not a member yet
2874 research outputs found
Sort by
Universidade pública e formação de professores do campo nas produções do PPGPE/UFES
Full text linkABSTRACT. This article discusses the processes of the democratizing access to higher education at Brazilian public universities, particularly for rural populations, historically excluded from broader public education policies. It focuses on narrated experiences in researches conducted within the Professional Postgraduate Program in Education at the Federal University of Espírito Santo (PPGPE/Ufes), addressing Rural Education, between 2019 and 2024. By analyzing dissertations and educational products as sources (Bloch, 2001), the results indicate signs of a new educational paradigm that reveal: a) a movement toward democratizing postgraduate studies in public universities, favoring access and retention of workers in the education sector; b) dialogues and partnerships between public universities, rural municipalities and their communities; and c) the construction of political and epistemological foundations that support practices aimed at the needs of rural realities in Espírito Santo.ABSTRACT. This article discusses the processes of the democratizing access to higher education at Brazilian public universities, particularly for rural populations, historically excluded from broader public education policies. It focuses on narrated experiences in researches conducted within the Professional Postgraduate Program in Education at the Federal University of Espírito Santo (PPGPE/Ufes), addressing Rural Education, between 2019 and 2024. By analyzing dissertations and educational products as sources (Bloch, 2001), the results indicate signs of a new educational paradigm that reveal: a) a movement toward democratizing postgraduate studies in public universities, favoring access and retention of workers in the education sector; b) dialogues and partnerships between public universities, rural municipalities and their communities; and c) the construction of political and epistemological foundations that support practices aimed at the needs of rural realities in Espírito Santo.
Keywords: Higher Education, Rural Education, Teacher Training, Professional Master’s Degree.RESUMEN. El artículo discute los procesos de democratización del acceso a la educación superior en las universidades públicas brasileñas, especialmente para los sujetos rurales, históricamente excluidos de las políticas públicas educativas más amplias. Se centra en las experiencias narradas en investigaciones desarrolladas en el Programa de Posgrado Profesional en Educación de la Universidad Federal de Espírito Santo (PPGPE/Ufes), con temática en Educación Rural entre 2019 y 2024. Al analizar disertaciones y productos educativos como fuentes (Bloch, 2001), los resultados señalan indicios de un nuevo paradigma formativo que revelan: a) un movimiento de democratización del posgrado en la universidad pública, favoreciendo el acceso y la permanencia de los trabajadores del ámbito educativo; b) diálogos y alianzas entre la universidad pública, los municipios del interior y sus comunidades; y c) la construcción de bases políticas y epistemológicas que favorezcan prácticas orientadas a las necesidades de las realidades rurales en Espírito Santo.
Palabras clave: Educación Superior, Educación Rural, Formación del Profesorado, Maestría Profesional.ABSTRACT. This article discusses the processes of the democratizing access to higher education at Brazilian public universities, particularly for rural populations, historically excluded from broader public education policies. It focuses on narrated experiences in researches conducted within the Professional Postgraduate Program in Education at the Federal University of Espírito Santo (PPGPE/Ufes), addressing Rural Education, between 2019 and 2024. By analyzing dissertations and educational products as sources (Bloch, 2001), the results indicate signs of a new educational paradigm that reveal: a) a movement toward democratizing postgraduate studies in public universities, favoring access and retention of workers in the education sector; b) dialogues and partnerships between public universities, rural municipalities and their communities; and c) the construction of political and epistemological foundations that support practices aimed at the needs of rural realities in Espírito Santo.Este artigo discute processos de democratização do acesso ao ensino superior nas universidades públicas brasileiras, notadamente pelos sujeitos campesinos, historicamente excluídos das políticas públicas educacionais mais amplas. Focaliza experiências narradas nas pesquisas desenvolvidas no Programa de Pós-Graduação Profissional em Educação da Universidade Federal do Espírito Santo (PPGPE/Ufes), tematizando a Educação do Campo, entre 2019 e 2024. Ao analisar dissertações e produtos educacionais como fontes (Bloch, 2001), os resultados apontam indícios de um novo paradigma formativo que revelam: a) um movimento de democratização da pós-graduação na universidade pública, favorecendo o acesso e a permanência de trabalhadores da área da Educação; b) diálogos e parcerias entre a universidade pública, municípios do interior e suas comunidades; e c) a construção de bases políticas e epistemológicas que favorecem práticas voltadas às necessidades das realidades campesinas no Espírito Santo.
Palavras-chave: ensino superior, educação do campo, formação docente, mestrado profissional.
Public university and the training of rural teachers in PPGPE/UFES productions
ABSTRACT. This article discusses the processes of the democratizing access to higher education at Brazilian public universities, particularly for rural populations, historically excluded from broader public education policies. It focuses on narrated experiences in researches conducted within the Professional Postgraduate Program in Education at the Federal University of Espírito Santo (PPGPE/Ufes), addressing Rural Education, between 2019 and 2024. By analyzing dissertations and educational products as sources (Bloch, 2001), the results indicate signs of a new educational paradigm that reveal: a) a movement toward democratizing postgraduate studies in public universities, favoring access and retention of workers in the education sector; b) dialogues and partnerships between public universities, rural municipalities and their communities; and c) the construction of political and epistemological foundations that support practices aimed at the needs of rural realities in Espírito Santo.
Keywords: higher education, rural education, teacher training, professional master’s degree.
Universidad pública y formación de profesores rurales em las producciones del PPGPE/UFES
RESUMEN. El artículo discute los procesos de democratización del acceso a la educación superior en las universidades públicas brasileñas, especialmente para los sujetos rurales, históricamente excluidos de las políticas públicas educativas más amplias. Se centra en las experiencias narradas en investigaciones desarrolladas en el Programa de Posgrado Profesional en Educación de la Universidad Federal de Espírito Santo (PPGPE/Ufes), con temática en Educación Rural entre 2019 y 2024. Al analizar disertaciones y productos educativos como fuentes (Bloch, 2001), los resultados señalan indicios de un nuevo paradigma formativo que revelan: a) un movimiento de democratización del posgrado en la universidad pública, favoreciendo el acceso y la permanencia de los trabajadores del ámbito educativo; b) diálogos y alianzas entre la universidad pública, los municipios del interior y sus comunidades; y c) la construcción de bases políticas y epistemológicas que favorezcan prácticas orientadas a las necesidades de las realidades rurales en Espírito Santo.
Palabras clave: educación superior, educación rural, formación del profesorado, maestría profesional
A Pedagogia da Alternância como proposta de formação diversificada para professores do campo
Full text linkABSTRACT. The objective of this study was to analyze the Pedagogy of Alternation, a methodology adopted in the organization of the Teacher Education Programs in Rural Education / specialization in Natural Sciences in the State of Goiás as a proposal for differentiated teacher training focused on the reality and specificities of future rural teachers. To achieve this objective, a qualitative research approach was carried out, with the Federal University of Catalão (UFCAT) and the Federal University of Goiás/Regional Goiás (UFG/RG) as the locus. Data collection was carried out through semi-structured interviews conducted with the subjects participating in the research. Subsequently, the data were analyzed using the Discursive Textual Analysis methodology, which enabled the organization and interpretation of the information collected. Interviews with graduates of the Undergraduate Education Courses in the countryside of Goiás show that the Pedagogy of Alternation had an important influence in their education, enabling practical experiences that integrated the reality of the countryside into the teaching and learning process, promoting teacher training with a humanistic and contextualized character. However, there are factors that highlight the need for greater appreciation and institutional support for the strengthening and effectiveness of the Pedagogy of Alternation.The objective of this study was to analyze the Pedagogy of Alternation, a methodology adopted in the organization of the Licenciate Degree Courses in Rural Education / specialization in Natural Sciences in the State of Goiás as a proposal for differentiated teacher training focused on the reality and specificities of future rural teachers. To achieve this objective, a qualitative research approach was carried out, with the Federal University of Catalão (UFCAT) and the Federal University of Goiás/Regional Goiás (UFG/RG) as the locus. Data collection was carried out through semi-structured interviews conducted with the subjects participating in the research. Subsequently, the data were analyzed using the Discursive Textual Analysis methodology, which enabled the organization and interpretation of the information collected. Interviews with graduates of the Undergraduate Education Courses in the countryside of Goiás show that the Pedagogy of Alternation played a significant role in their education, enabling practical experiences that integrated the reality of the countryside into the teaching and learning process, promoting teacher training with a humanistic and contextualized character. However, there are factors that highlight the need for greater appreciation and institutional support for the strengthening and effectiveness of the Pedagogy of Alternation.
Keywords: Pedagogy of Alternation, humanistic training, diversified pedagogical practice.RESUMEN. El objetivo de este estudio fue analizar la Pedagogía de la Alternancia, metodología adoptada en la organización de los cursos de grado en Educación Rural/Ciencias Naturales en el Estado de Goiás, como una propuesta diferenciada de formación docente orientada a la realidad y las especificidades de los futuros docentes rurales. Para lograr este objetivo, se utilizó un enfoque de investigación cualitativo, centrado en la Universidad Federal de Catalão (UFCAT) y la Universidad Federal de Goiás/Regional Goiás (UFG/RG). La recolección de datos se realizó mediante entrevistas semiestructuradas con los participantes de la investigación. Posteriormente, los datos se analizaron mediante la metodología de Análisis Textual Discursivo, que permitió la organización e interpretación de la información recopilada. Las entrevistas realizadas a egresados de los programas de Licenciatura en Educación Rural en Goiás muestran que la Pedagogía de la Alternancia tuvo una influencia significativa en su formación, posibilitando experiencias prácticas que integraron la realidad del campo en el proceso de enseñanza y aprendizaje, promoviendo una formación docente con un carácter humanístico y contextualizado. Sin embargo, existen factores que ponen de relieve la necesidad de una mayor valoración y apoyo institucional para fortalecer y mejorar la eficacia de la Pedagogía de la Alternancia.
Palabras clave: Pedagogia da Alternância, formação humanística, prática pedagógica diversificada.ABSTRACT. The objective of this study was to analyze the Pedagogy of Alternation, a methodology adopted in the organization of the Teacher Education Programs in Rural Education / specialization in Natural Sciences in the State of Goiás as a proposal for differentiated teacher training focused on the reality and specificities of future rural teachers. To achieve this objective, a qualitative research approach was carried out, with the Federal University of Catalão (UFCAT) and the Federal University of Goiás/Regional Goiás (UFG/RG) as the locus. Data collection was carried out through semi-structured interviews conducted with the subjects participating in the research. Subsequently, the data were analyzed using the Discursive Textual Analysis methodology, which enabled the organization and interpretation of the information collected. Interviews with graduates of the Undergraduate Education Courses in the countryside of Goiás show that the Pedagogy of Alternation had an important influence in their education, enabling practical experiences that integrated the reality of the countryside into the teaching and learning process, promoting teacher training with a humanistic and contextualized character. However, there are factors that highlight the need for greater appreciation and institutional support for the strengthening and effectiveness of the Pedagogy of Alternation.O objetivo deste estudo foi analisar a Pedagogia da Alternância, metodologia adotada na organização dos cursos de Licenciatura em Educação do Campo/Habilitação em Ciências da Natureza do Estado de Goiás, como uma proposta de formação docente diferenciada voltada para a realidade e as especificidades dos futuros professores do campo. Para alcançar esse objetivo, foi realizada uma pesquisa com abordagem qualitativa, tendo como lócus a Universidade Federal de Catalão (UFCAT) e a Universidade Federal de Goiás/Regional Goiás (UFG/RG). A coleta de dados foi realizada por meio de entrevistas semiestruturadas conduzidas com os participantes da pesquisa. Posteriormente, os dados foram analisados utilizando a metodologia da Análise Textual Discursiva, que possibilitou a organização e a interpretação das informações levantadas. As entrevistas realizadas com egressos dos cursos de Licenciatura em Educação do Campo de Goiás evidenciam que a Pedagogia da Alternância teve influência importante em sua formação, possibilitando vivências práticas que integraram a realidade do campo ao processo de ensino e aprendizagem, promovendo uma formação docente com caráter humanístico e contextualizado. Mas há fatores que evidenciam a necessidade de maior valorização e suporte institucional para o fortalecimento e a efetividade da Pedagogia da Alternância.
Palavras-chave: pedagogia da alternância, formação humanística, prática pedagógica diversificada.
Pedagogy of Alternation as a proposal for diversified training for rural teachers
ABSTRACT. The objective of this study was to analyze the Pedagogy of Alternation, a methodology adopted in the organization of the Teacher Education Programs in Rural Education / specialization in Natural Sciences in the State of Goiás as a proposal for differentiated teacher training focused on the reality and specificities of future rural teachers. To achieve this objective, a qualitative research approach was carried out, with the Federal University of Catalão (UFCAT) and the Federal University of Goiás/Regional Goiás (UFG/RG) as the locus. Data collection was carried out through semi-structured interviews conducted with the subjects participating in the research. Subsequently, the data were analyzed using the Discursive Textual Analysis methodology, which enabled the organization and interpretation of the information collected. Interviews with graduates of the Undergraduate Education Courses in the countryside of Goiás show that the Pedagogy of Alternation had an important influence in their education, enabling practical experiences that integrated the reality of the countryside into the teaching and learning process, promoting teacher training with a humanistic and contextualized character. However, there are factors that highlight the need for greater appreciation and institutional support for the strengthening and effectiveness of the Pedagogy of Alternation.
Keywords: pedagogy of alternation, humanistic training, diversified pedagogical practice.
La Pedagogía de la Alternancia como propuesta de formación diversificada para docentes rurales
RESUMEN. El objetivo de este estudio fue analizar la Pedagogía de la Alternancia, metodología adoptada en la organización de los cursos de grado en Educación Rural/Ciencias Naturales en el Estado de Goiás, como una propuesta diferenciada de formación docente orientada a la realidad y las especificidades de los futuros docentes rurales. Para lograr este objetivo, se utilizó un enfoque de investigación cualitativo, centrado en la Universidad Federal de Catalão (UFCAT) y la Universidad Federal de Goiás/Regional Goiás (UFG/RG). La recolección de datos se realizó mediante entrevistas semiestructuradas con los participantes de la investigación. Posteriormente, los datos se analizaron mediante la metodología de Análisis Textual Discursivo, que permitió la organización e interpretación de la información recopilada. Las entrevistas realizadas a egresados de los programas de Licenciatura en Educación Rural en Goiás muestran que la Pedagogía de la Alternancia tuvo una influencia significativa en su formación, posibilitando experiencias prácticas que integraron la realidad del campo en el proceso de enseñanza y aprendizaje, promoviendo una formación docente con un carácter humanístico y contextualizado. Sin embargo, existen factores que ponen de relieve la necesidad de una mayor valoración y apoyo institucional para fortalecer y mejorar la eficacia de la Pedagogía de la Alternancia.
Palabras clave: pedagogia da alternância, formação humanística, prática pedagógica diversificada
HUMOR E METALINGUAGEM NAS TIRAS DO CEBOLINHA: UMA ANÁLISE ECOLINGUÍSTICA
Full text linkThis article analyzes the construction of humor in Cebolinha's comic strips, focusing on metalinguistic features. The research employs the ecolinguistic approach (Haugen, 1972) to examine 18 strips from the book As Melhores Tiras do Cebolinha (Sousa, 2008), organized into three categories of metalinguistics: panel structure, characters' self-awareness, and genre-specific elements. The study investigates how metalinguistics activates cognitive processes and contributes to the creation of humor. By manipulating the boundaries between setting and action, the strips generate humor in a complex and creative manner, while straightforward humor strips are more accessible to a broader audience.Este artículo analiza el humor en las tiras cómicas de Cebolinha, enfocándose en elementos metalingüísticos. Utiliza el enfoque ecolingüístico (Haugen, 1972) para examinar 18 tiras del libro As Melhores Tiras do Cebolinha (Sousa, 2008), organizadas en tres categorías: estructura de los paneles, autoconsciencia de los personajes y elementos del género. El estudio examina cómo la metalingüística activa procesos cognitivos y contribuye al humor. Manipulando los límites entre escenario y acción, las tiras generan humor complejo, mientras que el humor directo es más accesible para un público amplio.Cet article analyse l'humour dans les bandes dessinées de Cebolinha, en se concentrant sur les éléments métalinguistiques. L'approche écolinguistique (Haugen, 1972) est utilisée pour examiner 18 bandes du livre As Melhores Tiras do Cebolinha (Sousa, 2008), organisées en trois catégories : structure des cases, conscience de soi des personnages et éléments de genre. L'étude montre comment la métalinguistique active des processus cognitifs et contribue à l'humour. En manipulant les frontières entre cadre et action, les bandes créent un humour complexe, tandis que l'humour direct est plus accessible.Este artigo analisa a construção do humor nas tiras do Cebolinha, com foco nas características metalinguísticas. A pesquisa utiliza a abordagem ecolinguística (Haugen, 1972) para examinar 18 tiras do livro As Melhores Tiras do Cebolinha (Sousa, 2008), organizadas em três categorias de metalinguagem: estrutura dos quadros, autoconsciência dos personagens e elementos característicos do gênero, investigando como a metalinguagem ativa processos cognitivos e contribui para criação do humor. Ao manipular limites entre cenário e ação, metatiras geram humor de maneira complexa e criativa, enquanto as de humor direto são mais acessíveis a um público mais amplo
A GUERRA COMO DOMÍNIO-FONTE EM ENUNCIADOS SOBRE DISCUSSÃO, DOENÇA E MATERNIDADE NO PORTUGUÊS BRASILEIRO ESCRITO
No full textThe Theory of Conceptual Metaphor (Lakoff; Johnson, 1982 [1980]) defines metaphor as an instrument for conceptualizing the world, with which a target domain is understood and experienced through a source domain. Thus, this research aims to investigate the mappings of the source domain WAR to the target domains DISCUSSION (Lakoff; Johnson, 1980), DISEASE (Almeida, 2020) and MOTHERHOOD. To this end, we analyzed statements published in digital media. The results show that the source domain WAR proved to be useful for the partial structuring of the target domains addressed, focusing on certain aspects of the experience, and camouflaging others.A Teoria da Metáfora Conceptual (Lakoff; Johnson, 1982 [1980]) define a metáfora como instrumento de conceptualização do mundo, com o qual um domínio-alvo é compreendido e experienciado por meio de um domínio-fonte. Assim, esta pesquisa tem o objetivo de investigar os mapeamentos do domínio-fonte GUERRA para os domínios-alvo DISCUSSÃO (Lakoff; Johnson, 1980), DOENÇA (Almeida, 2020) e MATERNIDADE. Para tal, utilizamos como material de análise enunciados publicados em portais de notícias digitais. Os resultados mostram que os aspectos bélicos da GUERRA mostraram-se úteis para a estruturação parcial dos domínios-alvo abordados, enfocando certos aspectos da experiência, e camuflando outros
ESTUDO METAFÓRICO DAS DENOMINAÇÕES ATRIBUÍDAS À PROSTITUTA NO PORTUGUÊS FALADO NO MARANHÃO
Full text linkThis study investigates linguistic metaphors referring to prostitutes. It is based on the theoretical and methodological assumptions of Lakoff and Johnson's (2015) Conceptual Metaphor Theory and its developments, drawing primarily on Fauconnier ; Turner (1994) and Ferrari (2014). Methodologically, lexical selections from informants from 16 locations that make up the ALiMA project's network of points were considered, referring to women who sell themselves to any man. The data reveal variation in relation to the item investigated, with 26 variants recorded, many of them formed by metaphorical processes. For this paper, the metaphorical terms "safada", "single," and "piranha" were selected.Este trabalho investiga metáforas linguísticas referentes à prostituta. Fundamenta-se nos pressupostos teóricos-metodológicos da Teoria da Metáfora Conceitual (TMC), de Lakoff e Johnson (2015), e seus desdobramentos, com base, sobretudo em Fauconnier e Turner (1994), e Ferrari (2014). Metodologicamente, foram consideradas seleções lexicais de informantes de 16 localidades que compõem a rede de pontos do projeto ALiMA, no que se refere à mulher que se vende para qualquer homem. Os dados revelam variação em relação ao item investigado, com o registro de 26 variantes, muitas delas formadas por processos metafóricos. Para este trabalho, selecionaram-se as denominações metafóricas safada, solteira e piranha
COMUNIDADES TRADICIONAIS DA PESCA E A COLÔNIA DE PESCADORES Z-7 EM TOCANTINÓPOLIS (TO): práticas orgânicas e dinâmicas socioeconômicas
Full text linkThis article examines the economic and social practices of artisanal and traditional fishers of the Z-7 Fishers’ Colony in Tocantinópolis (TO), through the lens of the commons paradigm. Based on ethnographic fieldwork, it highlights how their livelihoods and forms of labor organization align with alternative frameworks to the hegemonic model of development. The central objective is to analyze these practices from this perspective. The fishing community of Tocantinópolis (TO) has a distinctive history, intertwined with collective memory, social organization, local knowledge, and enduring challenges. Originating from land possession in the vicinity of the municipality, the fishers maintain a deep connection with agriculture and the extraction of babassu coconut. Their land tenure has been linked to the non-demarcation of the Apinajé Indigenous Reserve, underscoring the land tenure issue. The interconnection between agriculture and traditional fishing is pivotal in the region, being directly tied to the agrarian question in the Bico do Papagaio.Este artigo analisa as práticas econômicas e sociais dos pescadores e pescadoras artesanais e tradicionais da Colônia de Pescadores Z-7, em Tocantinópolis (TO), sob a perspectiva do paradigma dos bens comuns. Por meio de trabalho de campo etnográfico, destaca-se como seus modos de vida e formas de organização do trabalho se alinham a referenciais alternativos ao modelo hegemônico de desenvolvimento. O objetivo central é analisar tais práticas sob essa ótica. A comunidade pesqueira de Tocantinópolis (TO) possui uma história marcante, vinculada à memória coletiva, organização social, saberes e desafios. Originária da posse de terras no entorno do município, os pescadores mantêm relação profunda com a agricultura e o extrativismo do coco babaçu. Sua posse de terra esteve atrelada à não demarcação da reserva indígena dos Apinajés, evidenciando a questão fundiária. A interligação entre agricultura e pesca tradicional é crucial na região, diretamente ligada à questão agrária no Bico do Papagaio
Sociobiodiversidade Kalunga sob a ótica dos estudantes de graduação da Universidade de Brasília - UnB
Full text linkABSTRACT. This article presents a bibliographical review of UnB course completion works that addressed the Kalunga Territory, mainly students graduating from the Degree in Rural Education (LEdoC), between the years 2013 and 2020, on the socio-biodiversity of the Kalunga Territory. The methodological procedures used consisted of the analysis of 17 course completion works on the Kalunga Territory; search for the scientific names and uses of wood cataloged by Cunha (2015); review of non-timber uses and field notes collected in the post-doctoral stage. It was identified that among the 17 final course works on the Kalunga Historical Site, 03 of them were produced by the courses: Geography; Linguistics; and Energy Engineering. Of this total of studies, 14 were prepared by LEdoC graduates; 11 of these works are by quilombolas who reside in the territory; 03 are from students who graduated from LEdoC and are not quilombolas. Among the 36 trees listed with their respective popular names, 22 of them showed a correspondence between the popular name and the scientific name presented in the literature consulted, therefore, 07 species did not have their scientific names indicated. It is noteworthy that another 7 species were matched only in one of the field guides.This article presents a bibliographical review of UnB course completion works that addressed the Kalunga Territory, mainly students graduating from the Degree in Rural Education (LEdoC), between the years 2013 and 2020, on the socio-biodiversity of the Kalunga Territory. The methodological procedures used consisted of the analysis of 17 course completion works on the Kalunga Territory; search for the scientific names and uses of wood cataloged by Cunha (2015); review of non-timber uses and field notes collected in the post-doctoral stage. It was identified that among the 17 final course works on the Kalunga Historical Site, 03 of them were produced by the courses: Geography; Linguistics; and Energy Engineering. Of this total of studies, 14 were prepared by LEdoC graduates; 11 of these works are by quilombolas who reside in the territory; 03 are from students who graduated from LEdoC and are not quilombolas. Among the 36 trees listed with their respective popular names, 22 of them showed a correspondence between the popular name and the scientific name presented in the literature consulted, therefore, 07 species did not have their scientific names indicated. It is noteworthy that another 7 species were matched only in one of the field guides.Este artículo presenta una revisión bibliográfica de los trabajos de finalización de cursos de la UnB que abordaron el Territorio de Kalunga, principalmente estudiantes de la Licenciatura en Educación Rural (LEdoC), entre los años 2013 y 2020, sobre la sociobiodiversidad del Territorio de Kalunga. Los procedimientos metodológicos utilizados consistieron en el análisis de 17 obras de finalización de cursos en el Territorio de Kalunga; búsqueda de nombres científicos y usos de la madera catalogados por Cunha (2015); revisión de usos no maderables y notas de campo recopiladas en la etapa postdoctoral. Se identificó que entre los 17 trabajos finales de curso sobre el Sitio Histórico de Kalunga, 03 de ellos fueron producidos por los cursos: Geografía; Lingüística; e Ingeniería Energética. De este total de estudios, 14 fueron elaborados por egresados de LEdoC; 11 de estas obras son de quilombolas que residen en el territorio; 03 son de estudiantes graduados de LEdoC y no son quilombolas. Entre los 36 árboles listados con sus respectivos nombres populares, 22 de ellos mostraron correspondencia entre el nombre popular y el nombre científico presentado en la literatura consultada, por lo que 07 especies no tuvieron indicado su nombre científico. Es de destacar que otras 7 especies fueron emparejadas sólo en una de las guías de campo.ABSTRACT. This article presents a bibliographical review of UnB course completion works that addressed the Kalunga Territory, mainly students graduating from the Degree in Rural Education (LEdoC), between the years 2013 and 2020, on the socio-biodiversity of the Kalunga Territory. The methodological procedures used consisted of the analysis of 17 course completion works on the Kalunga Territory; search for the scientific names and uses of wood cataloged by Cunha (2015); review of non-timber uses and field notes collected in the post-doctoral stage. It was identified that among the 17 final course works on the Kalunga Historical Site, 03 of them were produced by the courses: Geography; Linguistics; and Energy Engineering. Of this total of studies, 14 were prepared by LEdoC graduates; 11 of these works are by quilombolas who reside in the territory; 03 are from students who graduated from LEdoC and are not quilombolas. Among the 36 trees listed with their respective popular names, 22 of them showed a correspondence between the popular name and the scientific name presented in the literature consulted, therefore, 07 species did not have their scientific names indicated. It is noteworthy that another 7 species were matched only in one of the field guides.O presente artigo apresenta a revisão bibliográfica dos trabalhos de conclusão de curso da UnB que abordaram o Território Kalunga, principalmente os estudantes egressos da Licenciatura em Educação do Campo (LEdoC), entre os anos 2013 e 2020, sobre a sociobiodiversidade do Território Kalunga. Os procedimentos metodológicos utilizados consistiram na análise de 17 trabalhos de conclusão de curso sobre o Território Kalunga; busca dos nomes científicos e usos das madeiras catalogadas por Cunha (2015); revisão sobre os usos não madeireiros e apontamentos de campo levantados no estágio de pós-doutoramento. Identificou-se que entre os 17 trabalhos de final de curso, sobre o Sitio Histórico Kalunga, 03 deles foram produzidos pelos cursos: Geografia; Linguística; e Engenharia de Energia. Deste total de estudos, 14 foram elaborados pelos egressos da LEdoC; 11 destes trabalhos são de quilombolas que residem no território; 03 são de estudantes egressos da LEdoC que não são quilombolas. Entre as 36 árvores listadas com seus respectivos nomes populares, 22 delas apresentaram correspondência do nome popular com o nome científico apresentado na literatura consultada, portanto, 07 espécies não tiveram seus nomes científicos apontados. Ressalta-se que outras 07 espécies tiveram suas correspondências somente em um dos guias de campo.
Palavras-chave: madeiras nativas, residências kalunga, roça de toco, sociobiodiversidade.
Kalunga sociobiodiversity from the perspective of undergraduate students at the University of Brasília - UnB
ABSTRACT. This article presents a bibliographical review of UnB course completion works that addressed the Kalunga Territory, mainly students graduating from the Degree in Rural Education (LEdoC), between the years 2013 and 2020, on the socio-biodiversity of the Kalunga Territory. The methodological procedures used consisted of the analysis of 17 course completion works on the Kalunga Territory; search for the scientific names and uses of wood cataloged by Cunha (2015); review of non-timber uses and field notes collected in the post-doctoral stage. It was identified that among the 17 final course works on the Kalunga Historical Site, 03 of them were produced by the courses: Geography; Linguistics; and Energy Engineering. Of this total of studies, 14 were prepared by LEdoC graduates; 11 of these works are by quilombolas who reside in the territory; 03 are from students who graduated from LEdoC and are not quilombolas. Among the 36 trees listed with their respective popular names, 22 of them showed a correspondence between the popular name and the scientific name presented in the literature consulted, therefore, 07 species did not have their scientific names indicated. It is noteworthy that another 7 species were matched only in one of the field guides.
Keywords: native woods, kalunga residences, stump fields, socio-biodiversity
Sociobiodiversidad de Kalunga desde la perspectiva de estudiantes de pregrado de la Universidad de Brasilia - UnB
RESUMEN. Este artículo presenta una revisión bibliográfica de los trabajos de finalización de cursos de la UnB que abordaron el Territorio de Kalunga, principalmente estudiantes de la Licenciatura en Educación Rural (LEdoC), entre los años 2013 y 2020, sobre la sociobiodiversidad del Territorio de Kalunga. Los procedimientos metodológicos utilizados consistieron en el análisis de 17 obras de finalización de cursos en el Territorio de Kalunga; búsqueda de nombres científicos y usos de la madera catalogados por Cunha (2015); revisión de usos no maderables y notas de campo recopiladas en la etapa postdoctoral. Se identificó que entre los 17 trabajos finales de curso sobre el Sitio Histórico de Kalunga, 03 de ellos fueron producidos por los cursos: Geografía; Lingüística; e Ingeniería Energética. De este total de estudios, 14 fueron elaborados por egresados de LEdoC; 11 de estas obras son de quilombolas que residen en el territorio; 03 son de estudiantes graduados de LEdoC y no son quilombolas. Entre los 36 árboles listados con sus respectivos nombres populares, 22 de ellos mostraron correspondencia entre el nombre popular y el nombre científico presentado en la literatura consultada, por lo que 07 especies no tuvieron indicado su nombre científico. Es de destacar que otras 7 especies fueron emparejadas sólo en una de las guías de campo.
Palabras clave: bosques nativos, residências kalunga, campos de tocones, sociobiodiversidad
Agricultura Familiar Alfenense e Programa Nacional de Alimentação Escolar: instrumentos para a concretização da soberania alimentar em Alfenas – MG
Full text linkABSTRACT. Given the importance of family farming to produce food that is consumed daily by people around the world and the need for public policies to encourage the performance of this social category, this study aimed to understand the contribution of family farming and the National School Feeding Program (PNAE) to food sovereignty in the municipality of Alfenas, Minas Gerais (Brazil). To this end, documentary and field research was carried out. The first, the 2017 Agricultural Census, from IBGE, the Annual Activity Reports, from EMATER-MG (2016 - 2021), and Public Call 001/2022, from the city hall of Alfenas-MG, were descriptively analyzed. In the second, a questionnaire was administered individually and in person, aimed at family farmers who supply food to the PNAE in Alfenas-MG. The study confirmed the hypothesis that family farming and the PNAE contribute to food sovereignty in the city.ABSTRACT. Given the importance of family farming to produce food that is consumed daily by people around the world and the need for public policies to encourage the performance of this social category, this study aimed to understand the contribution of family farming and the National School Feeding Program (PNAE) to food sovereignty in the municipality of Alfenas, Minas Gerais (Brazil). To this end, documentary and field research was carried out. The first, the 2017 Agricultural Census, from IBGE, the Annual Activity Reports, from EMATER-MG (2016 - 2021), and Public Call 001/2022, from the city hall of Alfenas-MG, were descriptively analyzed. In the second, a questionnaire was administered individually and in person, aimed at family farmers who supply food to the PNAE in Alfenas-MG. The study confirmed the hypothesis that family farming and the PNAE contribute to food sovereignty in the city.RESUMEN. Dada la importancia de la agricultura familiar para la producción de alimentos que en efecto son consumidos diariamente por personas alrededor del mundo y la necesidad de políticas públicas que fomenten el desempeño de esta categoría social, este estudio tuvo como objetivo comprender la contribución de la agricultura familiar y del Programa Nacional de Alimentación Escolar (PNAE) a la soberanía alimentaria en el municipio de Alfenas, Minas Gerais (Brasil). Para ello se realizó una investigación documental y de campo. En el primero, se analizaron descriptivamente el Censo Agropecuario de 2017, del IBGE, los Informes Anuales de Actividad, de la EMATER-MG (2016 - 2021) y la Convocatoria Pública 001/2022, de la Municipalidad de Alfenas-MG. En el segundo, se aplicó un cuestionario de forma individual y presencial, dirigido a agricultores familiares que abastecen de alimentos al PNAE de Alfenas-MG. El estudio confirmó la hipótesis de que la agricultura familiar y el PNAE contribuyen a la soberanía alimentaria en la ciudad.ABSTRACT. Given the importance of family farming to produce food that is consumed daily by people around the world and the need for public policies to encourage the performance of this social category, this study aimed to understand the contribution of family farming and the National School Feeding Program (PNAE) to food sovereignty in the municipality of Alfenas, Minas Gerais (Brazil). To this end, documentary and field research was carried out. The first, the 2017 Agricultural Census, from IBGE, the Annual Activity Reports, from EMATER-MG (2016 - 2021), and Public Call 001/2022, from the city hall of Alfenas-MG, were descriptively analyzed. In the second, a questionnaire was administered individually and in person, aimed at family farmers who supply food to the PNAE in Alfenas-MG. The study confirmed the hypothesis that family farming and the PNAE contribute to food sovereignty in the city.Diante da importância da agricultura familiar para a produção de alimentos que de fato são consumidos diariamente pelas pessoas em todo o mundo e pela necessidade de que políticas públicas fomentem o desempenho dessa categoria social, este estudo buscou compreender a contribuição da agricultura familiar e do Programa Nacional de Alimentação Escolar (PNAE) para a soberania alimentar no município de Alfenas - MG. Para tanto, foi realizada pesquisa documental e de campo. Na primeira, foram analisados descritivamente o Censo Agropecuário 2017, do IBGE, os Relatórios Anuais de Atividades, da EMATER-MG (2016 - 2021) e a Chamada Pública 001/2022, da prefeitura de Alfenas-MG. Na segunda, foi aplicado, individualmente e presencialmente, um questionário direcionado aos agricultores familiares fornecedores de alimentos ao PNAE em Alfenas-MG. O estudo confirmou a hipótese de que a agricultura familiar e o PNAE contribuem para a soberania alimentar no município.
Palavras-chave: sistemas agroalimentares, sistemas curtos de alimentação, PNAE, soberania alimentar, políticas públicas.
Alfenense Family Farming and the National School Feeding Program: instruments for achieving food sovereignty in Alfenas – MG
ABSTRACT. Given the importance of family farming to produce food that is consumed daily by people around the world and the need for public policies to encourage the performance of this social category, this study aimed to understand the contribution of family farming and the National School Feeding Program (PNAE) to food sovereignty in the municipality of Alfenas, Minas Gerais (Brazil). To this end, documentary and field research was carried out. The first, the 2017 Agricultural Census, from IBGE, the Annual Activity Reports, from EMATER-MG (2016 - 2021), and Public Call 001/2022, from the city hall of Alfenas-MG, were descriptively analyzed. In the second, a questionnaire was administered individually and in person, aimed at family farmers who supply food to the PNAE in Alfenas-MG. The study confirmed the hypothesis that family farming and the PNAE contribute to food sovereignty in the city.
Keywords: agrifood systems, short feed systems, PNAE, food sovereignty, public policy.
Agricultura Familiar en Alfenense y Programa Nacional de Alimentación Escolar: instrumentos para alcanzar la soberanía alimentaria en Alfenas - MG
RESUMEN. Dada la importancia de la agricultura familiar para la producción de alimentos que en efecto son consumidos diariamente por personas alrededor del mundo y la necesidad de políticas públicas que fomenten el desempeño de esta categoría social, este estudio tuvo como objetivo comprender la contribución de la agricultura familiar y del Programa Nacional de Alimentación Escolar (PNAE) a la soberanía alimentaria en el municipio de Alfenas, Minas Gerais (Brasil). Para ello se realizó una investigación documental y de campo. En el primero, se analizaron descriptivamente el Censo Agropecuario de 2017, del IBGE, los Informes Anuales de Actividad, de la EMATER-MG (2016 - 2021) y la Convocatoria Pública 001/2022, de la Municipalidad de Alfenas-MG. En el segundo, se aplicó un cuestionario de forma individual y presencial, dirigido a agricultores familiares que abastecen de alimentos al PNAE de Alfenas-MG. El estudio confirmó la hipótesis de que la agricultura familiar y el PNAE contribuyen a la soberanía alimentaria en la ciudad.
Palabras clave: sistemas agroalimentarios; sistemas de energía cortos, PNAE, soberanía alimentaria, políticas públicas
Reinventando o olhar da educação do campo a partir do diálogo com os saberes ancestrais: uma leitura sob o enfoque das Epistemologias do Sul
Full text linkABSTRACT. This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation.ABSTRACT. This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation.RESUMEN. Este artículo presenta resultados parciales de un proyecto de investigación de maestría en Educación (actualmente en su etapa final), que se centra en el currículo escolar en comunidades quilombolas de la Amazonia, con énfasis en los avances y limitaciones del reconocimiento de territorios ancestrales. Para los fines de este artículo, abordamos las contribuciones del conocimiento ancestral de los pueblos rurales a la reinvención de la educación rural en la Amazonia, utilizando Epistemologías del Sur como marco teórico para el diálogo. El artículo busca analizar cómo el conocimiento de grupos históricamente subalternizados puede desafiar las lógicas curriculares hegemónicas y contribuir a la construcción de prácticas pedagógicas interculturales y democráticas. Este es un estudio cualitativo, utilizando el estado del conocimiento como estrategia metodológica. Esta revisión bibliográfica inicial indica un creciente interés académico en el conocimiento ancestral en el campo educativo, aunque persisten desafíos estructurales para su valorización en los currículos escolares y en la sociedad brasileña. El estudio refuerza la necesidad de políticas públicas y prácticas pedagógicas que reconozcan y aborden estos conocimientos y otras formas de vida, ampliando la visibilidad de la educación para las poblaciones rurales, del agua y de los bosques, comprometidas con la crítica y la emancipación.ABSTRACT. This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation.Este artigo apresenta resultados parciais de uma pesquisa de mestrado em Educação (em fase de conclusão), que foca no currículo escolar em comunidades quilombolas da Amazônia, centrando nos avanços e limites do reconhecimento de territórios ancestrais. Para fins desse artigo, tratamos das contribuições dos saberes ancestrais de povos do espaço rural para a reinvenção da educação do campo na Amazônia, tomando como referencial teórico de diálogo as Epistemologias do Sul. O artigo objetiva analisar como os saberes de grupos historicamente subalternizados podem tensionar as lógicas curriculares hegemônicas e contribuir para a construção de práticas pedagógicas interculturais e democráticas. Trata-se de uma pesquisa qualitativa, que utiliza como estratégia metodológica o estado do conhecimento. Essa revisão inicial da literatura aponta um crescimento do interesse acadêmico pelos saberes ancestrais no campo educacional, embora persistam desafios estruturais para sua valorização no currículo escolar e na sociedade brasileira. O estudo reforça a necessidade de políticas públicas e de práticas pedagógicas que reconheçam e dialoguem com esses saberes e modos outros de vida, ampliando a visibilidade da educação dos povos do campo, das águas e da floresta, comprometida com a crítica e com a emancipação.
Palavras-chave: currículo escolar, saberes ancestrais, educação do/no Campo, epistemologias do sul.
Reinventing the perspective of rural education based on dialogue with ancestral knowledge: a reading from the perspective of Southern Epistemologies.
ABSTRACT. This article presents partial results of a Master's degree in Education research project (currently in its final stages), which focuses on the school curriculum in quilombola communities in the Amazon, focusing on the advances and limitations of the recognition of ancestral territories. For the purposes of this article, we address the contributions of the ancestral knowledge of rural peoples to the reinvention of rural education in the Amazon, using Epistemologies of the South as a theoretical framework for dialogue. The article aims to analyze how the knowledge of historically subalternized groups can challenge hegemonic curricular logics and contribute to the construction of intercultural and democratic pedagogical practices. This is a qualitative study, using the state of knowledge as a methodological strategy. This initial literature review indicates a growing academic interest in ancestral knowledge in the educational field, although structural challenges persist to its valorization in school curricula and in Brazilian society. The study reinforces the need for public policies and pedagogical practices that recognize and engage with these knowledges and other ways of life, expanding the visibility of education for rural, water, and forest peoples, committed to critique and emancipation.
Keywords: school curriculum, ancestral knowledge, education in/from the countryside, epistemologies of the south.
Reinventar la perspectiva de la educación rural a partir del diálogo con los saberes ancestrales: una lectura desde la perspectiva de las Epistemologías del Sur
RESUMEN. Este artículo presenta resultados parciales de un proyecto de investigación de maestría en Educación (actualmente en su etapa final), que se centra en el currículo escolar en comunidades quilombolas de la Amazonia, con énfasis en los avances y limitaciones del reconocimiento de territorios ancestrales. Para los fines de este artículo, abordamos las contribuciones del conocimiento ancestral de los pueblos rurales a la reinvención de la educación rural en la Amazonia, utilizando Epistemologías del Sur como marco teórico para el diálogo. El artículo busca analizar cómo el conocimiento de grupos históricamente subalternizados puede desafiar las lógicas curriculares hegemónicas y contribuir a la construcción de prácticas pedagógicas interculturales y democráticas. Este es un estudio cualitativo, utilizando el estado del conocimiento como estrategia metodológica. Esta revisión bibliográfica inicial indica un creciente interés académico en el conocimiento ancestral en el campo educativo, aunque persisten desafíos estructurales para su valorización en los currículos escolares y en la sociedad brasileña. El estudio refuerza la necesidad de políticas públicas y prácticas pedagógicas que reconozcan y aborden estos conocimientos y otras formas de vida, ampliando la visibilidad de la educación para las poblaciones rurales, del agua y de los bosques, comprometidas con la crítica y la emancipación.
Palabras clave: currículo escolar, saberes ancestrales, educación en/desde el campo, epistemologías del sur
Educação Infantil do Campo e as interseções da colonialidade no contexto cultural: uma análise das produções acadêmicas
Full text linkABSTRACT. Rural Education is the right of everyone who lives in the countryside, and its historical and social peculiarities must be considered in its provision. However, studies have shown a distancing between schools and their people when these institutions follow the pace, strategies, and time of city's schools. This is a reality that has direct consequences for rural children in their social and cultural practices.Through the analysis of academic productions, more precisely the construction of the state of knowledge, the objective is to identify how research on rural early childhood education has been approached. The search sources start with the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the descriptors “Childhoods of the Countryside” AND “Effects of Coloniality” and “Decoloniality”. There is notable concern about the difficulties that persist in rural schools, especially in relation to infrastructure and teacher training. When not closed, they tend to survive with what is left of urban centers, despising the rural school community.ABSTRACT. Rural Education is the right of everyone who lives in the countryside, and its historical and social peculiarities must be considered in its provision. However, studies have shown a distancing between schools and their people when these institutions follow the pace, strategies, and time of city's schools. This is a reality that has direct consequences for rural children in their social and cultural practices.Through the analysis of academic productions, more precisely the construction of the state of knowledge, the objective is to identify how research on rural early childhood education has been approached. The search sources start with the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the descriptors “Childhoods of the Countryside” AND “Effects of Coloniality” and “Decoloniality”. There is notable concern about the difficulties that persist in rural schools, especially in relation to infrastructure and teacher training. When not closed, they tend to survive with what is left of urban centers, despising the rural school community.RESUMEN. La Educación del Campo es un derecho de todos(as) que viven en el campo, y debe en su oferta llevar en cuenta sus particularidades históricas y sociales. Sin embargo, estudios han presentado un alejamiento de las escuelas con sus pueblos nativos cuando esas instituciones acompañan el ritmo, las estrategias y el tiempo de las escuelas de la ciudad. Esa es una realidad que resuena en consecuencias directas sobre la niñez del campo en sus prácticas sociales y culturales. A través del análisis de producciones académicas, más exactamente de la construcción del estado del conocimiento, se objetiva identificar como las investigaciones acerca de la educación de niños del campo han sido abordadas. Las plataformas de búsqueda empiezan por la Biblioteca Digital Brasileiña de Tesis y Disertaciones (BDTD) y por el Catálogo de Tesis y Disertaciones de la Coordinación de Perfeccionamento de Personal del Nivel Superior (CAPES), con los descriptores “Niños del Campo” AND “Efectos de Colonialidad” y “Decolonialidad”. Hay una notable inquietud con las dificultades que persisten en las escuelas del campo, especialmente en relación a la infraestructura y a la formación de profesores. Cuando no cerradas, continuan a sobrevivir con lo que les sobra de los centros urbanos, disminuyendo la comunidad escolar del campo.ABSTRACT. Rural Education is the right of everyone who lives in the countryside, and its historical and social peculiarities must be considered in its provision. However, studies have shown a distancing between schools and their people when these institutions follow the pace, strategies, and time of city's schools. This is a reality that has direct consequences for rural children in their social and cultural practices.Through the analysis of academic productions, more precisely the construction of the state of knowledge, the objective is to identify how research on rural early childhood education has been approached. The search sources start with the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the descriptors “Childhoods of the Countryside” AND “Effects of Coloniality” and “Decoloniality”. There is notable concern about the difficulties that persist in rural schools, especially in relation to infrastructure and teacher training. When not closed, they tend to survive with what is left of urban centers, despising the rural school community.A Educação do Campo é direito de todos(as) que vivem no campo, devendo em sua oferta serem consideradas suas peculiaridades históricas e sociais. No entanto, estudos têm mostrado um distanciamento das escolas com os povos pertencentes ao campo quando essas instituições acompanham o ritmo, as estratégias e o tempo das escolas da cidade. Essa é uma realidade que reverbera em consequências diretas sobre as infâncias do campo em suas práticas sociais e culturais. Por meio da análise de produções acadêmicas, mais precisamente da construção do estado do conhecimento, objetiva-se identificar como as pesquisas sobre a educação infantil do campo têm sido abordadas. As fontes de busca se iniciam pela Biblioteca Digital Brasileira de Teses e Dissertações (BDTD) e pelo Catálogo de Teses e Dissertações da Coordenação de Aperfeiçoamento de Pessoal do Nível Superior (CAPES), com os descritores “Infâncias do Campo” AND “Efeitos de Colonialidade” e “Decolonialidade”. Há uma notável preocupação com as dificuldades que perduram nas escolas do campo, especialmente em relação à infraestrutura e à formação de professores. Quando não são fechadas, tendem a sobreviver com o que lhes resta dos centros urbanos, menosprezando a comunidade escolar do campo.
Palavras-chave: decolonialidade, infâncias do campo, educação do campo.
Rural Early Childhood Education and the intersections of coloniality in the cultural context: an analysis of academic productions
ABSTRACT. Rural Education is the right of everyone who lives in the countryside, and its historical and social peculiarities must be considered in its provision. However, studies have shown a distancing between schools and their people when these institutions follow the pace, strategies, and time of city's schools. This is a reality that has direct consequences for rural children in their social and cultural practices.Through the analysis of academic productions, more precisely the construction of the state of knowledge, the objective is to identify how research on rural early childhood education has been approached. The search sources start with the Brazilian Digital Library of Theses and Dissertations (BDTD) and the Catalog of Theses and Dissertations of the Coordination for the Improvement of Higher Education Personnel (CAPES), with the descriptors “Childhoods of the Countryside” AND “Effects of Coloniality” and “Decoloniality”. There is notable concern about the difficulties that persist in rural schools, especially in relation to infrastructure and teacher training. When not closed, they tend to survive with what is left of urban centers, despising the rural school community.
Keywords: decoloniality, rural children, rural education.
Educación de Niños del Campo y las intersecciones de la colonialidad en el contexto cultural: un análisis de las producciones académicas
RESUMEN. La Educación del Campo es un derecho de todos(as) que viven en el campo, y debe en su oferta llevar en cuenta sus particularidades históricas y sociales. Sin embargo, estudios han presentado un alejamiento de las escuelas con sus pueblos nativos cuando esas instituciones acompañan el ritmo, las estrategias y el tiempo de las escuelas de la ciudad. Esa es una realidad que resuena en consecuencias directas sobre la niñez del campo en sus prácticas sociales y culturales. A través del análisis de producciones académicas, más exactamente de la construcción del estado del conocimiento, se objetiva identificar como las investigaciones acerca de la educación de niños del campo han sido abordadas. Las plataformas de búsqueda empiezan por la Biblioteca Digital Brasileiña de Tesis y Disertaciones (BDTD) y por el Catálogo de Tesis y Disertaciones de la Coordinación de Perfeccionamento de Personal del Nivel Superior (CAPES), con los descriptores “Niños del Campo” AND “Efectos de Colonialidad” y “Decolonialidad”. Hay una notable inquietud con las dificultades que persisten en las escuelas del campo, especialmente en relación a la infraestructura y a la formación de profesores. Cuando no cerradas, continuan a sobrevivir con lo que les sobra de los centros urbanos, disminuyendo la comunidad escolar del campo.
Palabras clave: decolonialidad, niños del campo, educación del campo