Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
Not a member yet
2874 research outputs found
Sort by
CARACTERIZAÇÃO DAS CIDADES UNIVERSITÁRIAS DE MINAS GERAIS COM BASE EM CLUSTERS DE INSTITUIÇÕES DE ENSINO SUPERIOR: Aporte às discussões sobre a rede urbana do estado
Get PDFThis article seeks to identify the cities in Minas Gerais that characterize clusters of higher education institutions (HEIs), based on the number of jobs linked to the segment. Qualitative-quantitative in nature, applied purpose, exploratory level and deductive method, the work is outlined as bibliographical research, documentary research and case study subsidized by the statistical method. The Location Index (IL) was calculated for the 50 municipalities in Minas Gerais that have more than one HEI. As a result, 28 clusters were identified, corresponding to university cities in the state, from the perspective of the number of jobs linked to higher education. This study suggests that the university cities identified in Minas Gerais form a network of multidimensional flows that overcome the rigidity of the hierarchical-administrative urban networkEste artigo busca identificar as cidades de Minas Gerais que caracterizam clusters de instituições de ensino superior (IES), com base no número de empregos ligados ao segmento. De natureza qualitativa-quantitativa, finalidade aplicada, nível exploratório e método dedutivo, o trabalho se delineia como pesquisa bibliográfica, pesquisa documental e estudo de caso subsidiado pelo método estatístico. Foi calculado o Índice de localização (IL) para os 50 municípios mineiros que possuem mais de uma IES. Como resultando foram identificados 28 clusters, correspondendo às cidades universitárias do estado, sob a ótica do número de empregos ligados ao ensino superior. Esse estudo sugere que as cidades universitárias identificadas em Minas Gerais conformam uma rede de fluxos multidimensionais que supera a rigidez da rede urbana hierárquico-administrativ
Educação e escola em tempos da Covid-19: desafios na construção da Pesquisa em Rede
Get PDFThe article addresses the challenges faced in conducting network research, considering the constraints imposed by the pandemic condition and the predominant individualistic and meritocratic context in Brazilian universities. The focus is on the research Education and Rural Schools in times of the Covid-19 pandemic" conducted from May 2020 to December 2023 by five groups of the Latin American Network of Marxist Studies and Research in Rural Education/Educação do Campo. Over the three years of research, 91 activities were carried out, involving participating groups and covering all stages of the process, from conception to methodological analysis, collectively and interinstitutionally. The text highlights the influence of virtual tools in research due to social isolation, pointing out limitations. On the other hand, it emphasizes collective and cooperative work as a positive response, reaffirming the principles and materiality of Rural Education Educação do Campo.
Keywords: education in rural areas, network research, pandemic.The article addresses the challenges faced in conducting network research, considering the constraints imposed by the pandemic condition and the predominant individualistic and meritocratic context in Brazilian universities. The focus is on the research Education and Rural Schools in times of the Covid-19 pandemic" conducted from May 2020 to December 2023 by five groups of the Latin American Network of Marxist Studies and Research in Rural Education/Educação do Campo. Over the three years of research, 91 activities were carried out, involving participating groups and covering all stages of the process, from conception to methodological analysis, collectively and interinstitutionally. The text highlights the influence of virtual tools in research due to social isolation, pointing out limitations. On the other hand, it emphasizes collective and cooperative work as a positive response, reaffirming the principles and materiality of Rural Education Educação do Campo.
Keywords: education in rural areas, network research, pandemic.
El artículo expresa reflexiones sobre los desafíos de producir investigación en red dados los límites de la condición de pandemia y el contexto de la Educación Superior centrada en el estándar individualista y meritocrático inherente al modelo hegemónico de las universidades brasileñas. Partimos de la experiencia de la investigación Educación y Escuelas Rurales en tiempos de la pandemia Covid-19 desarrollada desde mayo de 2020 a diciembre de 2023, por cinco grupos de la Red Latinoamericana de Estudios e Investigaciones Marxistas en Educação do Campo. A lo largo de estos tres años se desarrollaron 91 actividades integrando a los grupos involucrados, abarcando la construcción y desarrollo de todo el proceso, incluyendo la realización de procedimientos metodológicos y analíticos de manera colectiva e interinstitucional. Como resultados, identificamos límites a los instrumentos virtuales impuestos por la condición de aislamiento social, al tiempo que destacamos el trabajo colectivo y cooperativo de la experiencia investigativa como reafirmación de los principios y materialidad original de la educación em territórios rurales/Educação do Campo.
Palabras clave: educación en territorios rurales, investigación en red, pandemia.The article addresses the challenges faced in conducting network research, considering the constraints imposed by the pandemic condition and the predominant individualistic and meritocratic context in Brazilian universities. The focus is on the research Education and Rural Schools in times of the Covid-19 pandemic" conducted from May 2020 to December 2023 by five groups of the Latin American Network of Marxist Studies and Research in Rural Education/Educação do Campo. Over the three years of research, 91 activities were carried out, involving participating groups and covering all stages of the process, from conception to methodological analysis, collectively and interinstitutionally. The text highlights the influence of virtual tools in research due to social isolation, pointing out limitations. On the other hand, it emphasizes collective and cooperative work as a positive response, reaffirming the principles and materiality of Rural Education Educação do Campo.
Keywords: education in rural areas, network research, pandemic.O artigo expressa reflexões sobre os desafios de produzir Pesquisa em Rede diante dos limites da condição pandêmica e do contexto de um Ensino Superior voltado ao padrão individualista e meritocrático inerente ao modelo hegemônico das universidades brasileiras. Partimos da experiência da pesquisa Educação e Escolas do Campo em tempos de pandemia da Covid-19 desenvolvida de maio de 2020 a dezembro de 2023, por cinco grupos da Rede Latino-Americana de Estudos e Pesquisas Marxistas em Educação do Campo. Ao longo desses três anos foram desenvolvidas 91 atividades integrando os grupos envolvidos, abrangendo a construção e o desenvolvimento de todo o processo, incluindo a realização dos procedimentos metodológicos e de análise de forma coletiva e interinstitucional. Como resultados, identificamos limites dos instrumentos virtuais impostos pela condição de isolamento social, ao mesmo tempo que se evidencia o trabalho coletivo e cooperativo da experiência investigativa como reafirmação dos princípios e da materialidade de origem da Educação do Campo.
Palavras-chave: educação do campo, pesquisa em rede, pandemia.
Education and school in the Covid-19 pandemic: challenges in building collective research
ABSTRACT: The article addresses the challenges faced in conducting network research, considering the constraints imposed by the pandemic condition and the predominant individualistic and meritocratic context in Brazilian universities. The focus is on the research Education and Rural Schools in times of the Covid-19 pandemic" conducted from May 2020 to December 2023 by five groups of the Latin American Network of Marxist Studies and Research in Rural Education/Educação do Campo. Over the three years of research, 91 activities were carried out, involving participating groups and covering all stages of the process, from conception to methodological analysis, collectively and interinstitutionally. The text highlights the influence of virtual tools in research due to social isolation, pointing out limitations. On the other hand, it emphasizes collective and cooperative work as a positive response, reaffirming the principles and materiality of Rural Education Educação do Campo.
Keywords: education in rural areas, network research, pandemic.
Educación y escuela en la pandemia de Covid-19: desafíos en la construcción de investigaciones colectivas
RESUMEN. El artículo expresa reflexiones sobre los desafíos de producir investigación en red dados los límites de la condición de pandemia y el contexto de la Educación Superior centrada en el estándar individualista y meritocrático inherente al modelo hegemónico de las universidades brasileñas. Partimos de la experiencia de la investigación Educación y Escuelas Rurales en tiempos de la pandemia Covid-19 desarrollada desde mayo de 2020 a diciembre de 2023, por cinco grupos de la Red Latinoamericana de Estudios e Investigaciones Marxistas en Educação do Campo. A lo largo de estos tres años se desarrollaron 91 actividades integrando a los grupos involucrados, abarcando la construcción y desarrollo de todo el proceso, incluyendo la realización de procedimientos metodológicos y analíticos de manera colectiva e interinstitucional. Como resultados, identificamos límites a los instrumentos virtuales impuestos por la condición de aislamiento social, al tiempo que destacamos el trabajo colectivo y cooperativo de la experiencia investigativa como reafirmación de los principios y materialidad original de la educación em territórios rurales/Educação do Campo.
Palabras clave: educación en territorios rurales, investigación en red, pandemia.
Análise sobre os cursos de licenciatura em Educação do Campo na região nordeste e a formação para educação de surdos
Get PDFABSTRACT. The general objective of the research is to map and identify which are the Universities and Federal Institutes of the northeast region that offer the Licentiate Degree in Rural Education course, and if the subject of Brazilian Sign Language (Libras) is included in the curricular matrix of the course, in addition to to analyze the contents presented in the curricular component through its teaching programs. The research data were analyzed in the light of the legal and theoretical foundations that defend the education of the deaf and social and school inclusion, as well as scholars of rural Education. The research has a qualitative character, being characterized as a bibliographical and documental research. Data were analyzed descriptively and interpretively by mapping Federal public institutions in the northeast region. It was found that the presence of the Libras discipline in the Degree in Education courses in the countryside is predominant, and the discipline syllabi emphasize theoretical knowledge about the language, as well as aspects involving the current legislation. However, the presence of the discipline in the course does not guarantee the full linguistic development of the teacher in formation, being necessary a continuous formation to satisfactorily develop the sign language.ABSTRACT. The general objective of the research is to map and identify which are the Universities and Federal Institutes of the northeast region that offer the Licentiate Degree in Rural Education course, and if the subject of Brazilian Sign Language (Libras) is included in the curricular matrix of the course, in addition to to analyze the contents presented in the curricular component through its teaching programs. The research data were analyzed in the light of the legal and theoretical foundations that defend the education of the deaf and social and school inclusion, as well as scholars of rural Education. The research has a qualitative character, being characterized as a bibliographical and documental research. Data were analyzed descriptively and interpretively by mapping Federal public institutions in the northeast region. It was found that the presence of the Libras discipline in the Degree in Education courses in the countryside is predominant, and the discipline syllabi emphasize theoretical knowledge about the language, as well as aspects involving the current legislation. However, the presence of the discipline in the course does not guarantee the full linguistic development of the teacher in formation, being necessary a continuous formation to satisfactorily develop the sign language.RESUMEN. El objetivo general de la investigación es mapear e identificar cuáles son las Universidades e Institutos Federales de la región nordeste que ofrecen el curso de Licenciatura en Educación Rural, y si la asignatura de Lengua de Signos Brasileña (Libras) está incluida en la matriz curricular de el curso, además de analizar los contenidos presentados en el componente curricular a través de sus programas de enseñanza. Los datos de la investigación fueron analizados a la luz de los fundamentos jurídicos y teóricos que defienden la educación de los sordos y la inclusión social y escolar, así como estudiosos de la educación rural. La investigación tiene un carácter cualitativo, caracterizándose como una investigación bibliográfica y documental. Los datos fueron analizados de manera descriptiva e interpretativa mediante el mapeo de instituciones públicas federales en la región noreste. Se constató que la presencia de la disciplina Libras en los cursos de Licenciatura en Educación en el interior es predominante, y los programas de la disciplina enfatizan conocimientos teóricos sobre la lengua, así como aspectos que envuelven la legislación vigente. Sin embargo, la presencia de la disciplina en el curso no garantiza el pleno desarrollo lingüístico del docente en formación, siendo necesaria una formación continua para desarrollar satisfactoriamente la lengua de signos.ABSTRACT. The general objective of the research is to map and identify which are the Universities and Federal Institutes of the northeast region that offer the Licentiate Degree in Rural Education course, and if the subject of Brazilian Sign Language (Libras) is included in the curricular matrix of the course, in addition to to analyze the contents presented in the curricular component through its teaching programs. The research data were analyzed in the light of the legal and theoretical foundations that defend the education of the deaf and social and school inclusion, as well as scholars of rural Education. The research has a qualitative character, being characterized as a bibliographical and documental research. Data were analyzed descriptively and interpretively by mapping Federal public institutions in the northeast region. It was found that the presence of the Libras discipline in the Degree in Education courses in the countryside is predominant, and the discipline syllabi emphasize theoretical knowledge about the language, as well as aspects involving the current legislation. However, the presence of the discipline in the course does not guarantee the full linguistic development of the teacher in formation, being necessary a continuous formation to satisfactorily develop the sign language.A pesquisa tem como objetivo geral mapear e identificar quais são as Universidades e Institutos Federais da região nordeste que oferecem o curso de Licenciatura em Educação do Campo, e se contemplam na matriz curricular do curso a disciplina de Língua brasileira de Sinais (Libras), além de analisar os conteúdos apresentados no componente curricular por meio de seus programas de ensino. Os dados de pesquisa foram analisados à luz dos fundamentos legais e teóricos que defendem a educação de surdos e inclusão social e escolar, além de estudiosos da Educação do campo. A pesquisa tem caráter qualitativo, caracterizando-se como bibliográfica e pesquisa documental. Os dados foram analisados de forma descritiva e interpretativa mediante mapeamento das Instituições públicas Federais da região nordeste. Constatou-se que a presença da disciplina de Libras nos cursos de Licenciatura em Educação do campo é predominante, e as ementas da disciplina enfatizam os conhecimentos teóricos a respeito da língua, como também aspectos que envolvem a legislação vigente. Todavia, a presença da disciplina no curso não garante o pleno desenvolvimento linguístico do professor em formação, sendo necessário uma formação continuada para desenvolver satisfatoriamente a língua de sinais.
Palavras-chave: formação docente, Libras, educação de surdos.
Analysis of degree courses in Rural Education in the northeast region and training for deaf education
ABSTRACT. The general objective of the research is to map and identify which are the Universities and Federal Institutes of the northeast region that offer the Licentiate Degree in Rural Education course, and if the subject of Brazilian Sign Language (Libras) is included in the curricular matrix of the course, in addition to to analyze the contents presented in the curricular component through its teaching programs. The research data were analyzed in the light of the legal and theoretical foundations that defend the education of the deaf and social and school inclusion, as well as scholars of rural Education. The research has a qualitative character, being characterized as a bibliographical and documental research. Data were analyzed descriptively and interpretively by mapping Federal public institutions in the northeast region. It was found that the presence of the Libras discipline in the Degree in Education courses in the countryside is predominant, and the discipline syllabi emphasize theoretical knowledge about the language, as well as aspects involving the current legislation. However, the presence of the discipline in the course does not guarantee the full linguistic development of the teacher in formation, being necessary a continuous formation to satisfactorily develop the sign language.
Keywords: teacher training, Libras, education for the deaf.
Análisis de las carreras de Educación Rural en la región nordeste y formación para la educación de sordos
RESUMEN. El objetivo general de la investigación es mapear e identificar cuáles son las Universidades e Institutos Federales de la región nordeste que ofrecen el curso de Licenciatura en Educación Rural, y si la asignatura de Lengua de Signos Brasileña (Libras) está incluida en la matriz curricular de el curso, además de analizar los contenidos presentados en el componente curricular a través de sus programas de enseñanza. Los datos de la investigación fueron analizados a la luz de los fundamentos jurídicos y teóricos que defienden la educación de los sordos y la inclusión social y escolar, así como estudiosos de la educación rural. La investigación tiene un carácter cualitativo, caracterizándose como una investigación bibliográfica y documental. Los datos fueron analizados de manera descriptiva e interpretativa mediante el mapeo de instituciones públicas federales en la región noreste. Se constató que la presencia de la disciplina Libras en los cursos de Licenciatura en Educación en el interior es predominante, y los programas de la disciplina enfatizan conocimientos teóricos sobre la lengua, así como aspectos que envuelven la legislación vigente. Sin embargo, la presencia de la disciplina en el curso no garantiza el pleno desarrollo lingüístico del docente en formación, siendo necesaria una formación continua para desarrollar satisfactoriamente la lengua de signos.
Palabras clave: formación del profesorado, Libras, educación para sordos
Educação do Campo no Tocantins: reflexões sobre a transdisciplinaridade no componente Saberes e Fazeres do Campo
Get PDFABSTRACT. This article aims to analyze how the Tocantins Territory Curriculum Document (DCT-TO) addresses the pedagogical issues of rural education. This research also proposes to reflect on interdisciplinarity, and transdisciplinarity as methodological approaches present in the teaching with the curricular component entitled Saberes e Fazeres do Campo, as well as the extent to which they are articulated throughout the document. The research has a qualitative approach and presents reflections based on the literature and documents dealing with the topic in question. In order to theorize our approach, we have mobilized authors from different areas of research, so that the article itself fits into the methodological model of transdisciplinarity. The results show that although the DCT-TO does not yet offer a specific proposal for the rural education curriculum, this document does not rule out the didactic possibilities for the rural knowledge and activities component. As it is part of the flexible part of secondary education, we believe that this proposal allows for a tour of the other components to be approached in the classroom. Thus, the implementation of transdisciplinarity in the school environment will depend on the pedagogical proposal of each school.ABSTRACT. This article aims to analyze how the Tocantins Territory Curriculum Document (DCT-TO) addresses the pedagogical issues of rural education. This research also proposes to reflect on interdisciplinarity, and transdisciplinarity as methodological approaches present in the teaching with the curricular component entitled Saberes e Fazeres do Campo, as well as the extent to which they are articulated throughout the document. The research has a qualitative approach and presents reflections based on the literature and documents dealing with the topic in question. In order to theorize our approach, we have mobilized authors from different areas of research, so that the article itself fits into the methodological model of transdisciplinarity. The results show that although the DCT-TO does not yet offer a specific proposal for the rural education curriculum, this document does not rule out the didactic possibilities for the rural knowledge and activities component. As it is part of the flexible part of secondary education, we believe that this proposal allows for a tour of the other components to be approached in the classroom. Thus, the implementation of transdisciplinarity in the school environment will depend on the pedagogical proposal of each school.RESUMEN. Este artículo pretende analizar cómo el Documento Curricular del Territorio de Tocantins (DCT-TO) aborda las cuestiones pedagógicas de la Educación rural. La investigación también pretende reflexionar sobre la interdisciplinariedad y la transdisciplinariedad como enfoques metodológicos presentes en el trabajo con el componente curricular titulado Saberes e Fazeres do Campo, así como el grado en que se articulan a lo largo del documento. La investigación tiene un enfoque cualitativo y presenta reflexiones basadas en la literatura y documentos que tratan del tema en cuestión. Para teorizar nuestro enfoque, hemos movilizado a autores de diferentes áreas de investigación, de modo que el propio artículo se inscribe en el modelo metodológico de la transdisciplinariedad. Los resultados de la investigación muestran que, aunque el DCT-TO aún no ofrece una propuesta específica para el currículo de educación rural, este documento no descarta posibilidades didácticas para el componente de conocimientos y actividades rurales. Al formar parte de la parte flexible de la educación secundaria, creemos que esta propuesta permite hacer un recorrido por los demás componentes para abordarlos en el aula. Así, la implementación de la transdisciplinariedad en el ámbito escolar dependerá de la propuesta pedagógica de cada unidad escolar.ABSTRACT. This article aims to analyze how the Tocantins Territory Curriculum Document (DCT-TO) addresses the pedagogical issues of rural education. This research also proposes to reflect on interdisciplinarity, and transdisciplinarity as methodological approaches present in the teaching with the curricular component entitled Saberes e Fazeres do Campo, as well as the extent to which they are articulated throughout the document. The research has a qualitative approach and presents reflections based on the literature and documents dealing with the topic in question. In order to theorize our approach, we have mobilized authors from different areas of research, so that the article itself fits into the methodological model of transdisciplinarity. The results show that although the DCT-TO does not yet offer a specific proposal for the rural education curriculum, this document does not rule out the didactic possibilities for the rural knowledge and activities component. As it is part of the flexible part of secondary education, we believe that this proposal allows for a tour of the other components to be approached in the classroom. Thus, the implementation of transdisciplinarity in the school environment will depend on the pedagogical proposal of each school.O presente artigo objetiva analisar como o Documento Curricular do Território do Tocantins – DCT-TO aborda as questões pedagógicas da Educação do Campo. A investigação propõe também refletir sobre a interdisciplinaridade e a transdisciplinaridade enquanto abordagens metodológicas presentes no trabalho com o componente curricular intitulado Saberes e Fazeres do Campo, bem como em que medida elas são articuladas ao longo do documento. A pesquisa, de abordagem qualitativa, apresenta reflexões baseadas na literatura e em documentos que tratam do tema focalizado. Para teorizar a nossa abordagem, mobilizamos autores de diferentes áreas da pesquisa, de forma que o próprio artigo se enquadre no modelo metodológico da transdisciplinaridade. Os resultados da pesquisa revelam que embora o DCT-TO ainda não ofereça uma proposta específica ao currículo da Educação no campo, esse documento não descarta as possibilidades didáticas para o componente de Saberes e fazeres do campo. Por compor a parte flexível do Ensino Médio, consideramos que a proposta em tela permite esse passeio pelos demais componentes para a abordagem em sala de aula. Assim, a efetivação da transdisciplinaridade no ambiente escolar vai depender da proposta pedagógica de cada unidade escolar.
Palavras-chave: Educação do Campo, interdisciplinaridade, transdisciplinaridade, Documento Curricular do Território do Tocantins.
Rural Education in Tocantins: reflections on transdisciplinarity in the Saberes e Fazeres do Campo component
ABSTRACT. This article aims to analyze how the Tocantins Territory Curriculum Document (DCT-TO) addresses the pedagogical issues of rural education. This research also proposes to reflect on interdisciplinarity, and transdisciplinarity as methodological approaches present in the teaching with the curricular component entitled Saberes e Fazeres do Campo, as well as the extent to which they are articulated throughout the document. The research has a qualitative approach and presents reflections based on the literature and documents dealing with the topic in question. In order to theorize our approach, we have mobilized authors from different areas of research, so that the article itself fits into the methodological model of transdisciplinarity. The results show that although the DCT-TO does not yet offer a specific proposal for the rural education curriculum, this document does not rule out the didactic possibilities for the rural knowledge and activities component. As it is part of the flexible part of secondary education, we believe that this proposal allows for a tour of the other components to be approached in the classroom. Thus, the implementation of transdisciplinarity in the school environment will depend on the pedagogical proposal of each school.
Keywords: Rural education, interdisciplinarity, transdisciplinarity, Tocantins Territory Curriculum Document.
La Educación Rural en Tocantins: reflexiones sobre la transdisciplinariedad en el componente de Saberes e Fazeres do Campo
RESUMEN. Este artículo pretende analizar cómo el Documento Curricular del Territorio de Tocantins (DCT-TO) aborda las cuestiones pedagógicas de la Educación rural. La investigación también pretende reflexionar sobre la interdisciplinariedad y la transdisciplinariedad como enfoques metodológicos presentes en el trabajo con el componente curricular titulado Saberes e Fazeres do Campo, así como el grado en que se articulan a lo largo del documento. La investigación tiene un enfoque cualitativo y presenta reflexiones basadas en la literatura y documentos que tratan del tema en cuestión. Para teorizar nuestro enfoque, hemos movilizado a autores de diferentes áreas de investigación, de modo que el propio artículo se inscribe en el modelo metodológico de la transdisciplinariedad. Los resultados de la investigación muestran que, aunque el DCT-TO aún no ofrece una propuesta específica para el currículo de educación rural, este documento no descarta posibilidades didácticas para el componente de conocimientos y actividades rurales. Al formar parte de la parte flexible de la educación secundaria, creemos que esta propuesta permite hacer un recorrido por los demás componentes para abordarlos en el aula. Así, la implementación de la transdisciplinariedad en el ámbito escolar dependerá de la propuesta pedagógica de cada unidad escolar.
Palabras clave: Educación rural, interdisciplinariedad, transdisciplinariedad, Documento Curricular del Territorio de Tocantins
Concepções de Educação do Campo: discussões com base nos fundamentos e na construção conceitual desenvolvida nas últimas décadas
Get PDFABSTRACT. Rural education is a moving concept that emerges from social practices of collective rural subjects and seeks to produce an emancipatory praxis. In this article, we present some elements for discussion about the concepts of field education based on its foundations, such as the conceptual construction developed in recent decades, whose aim is to contribute to the strengthening and consolidation of this new paradigm, in addition to enabling a reflection on practices called Rural Education in Brazil. This is a bibliographical research with a qualitative approach, inspired by dialectical historical materialism. Discussions were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). Results showed that the concept of field education is not a closed and fixed concept, but dynamic and in movement, which seeks to highlight a historical reality, still in the process of being constituted and is configured as a territory of dispute, marked by diverse and contradictory interests.Field education is a moving concept that emerges from social practices of collective rural subjects and seeks to produce an emancipatory praxis. In this article, we present some elements for discussion about the concepts of field education based on its foundations, such as the conceptual construction developed in recent decades, whose aim is to contribute to the strengthening and consolidation of this new paradigm, in addition to enabling a reflection on practices called Field Education in Brazil. This is a bibliographical research with a qualitative approach, inspired by dialectical historical materialism. Discussions were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). Results showed that the concept of field education is not a closed and fixed concept, but dynamic and in movement, which seeks to highlight a historical reality, still in the process of being constituted and is configured as a territory of dispute, marked by diverse and contradictory interests.La educación de campo es un concepto en movimiento que surge de las prácticas sociales de los sujetos rurales colectivos y busca producir una praxis emancipadora. En este artículo presentamos algunos elementos de discusión sobre los conceptos de educación de campo a partir de sus fundamentos, como la construcción conceptual desarrollada en las últimas décadas, cuyo objetivo es contribuir al fortalecimiento y consolidación de este nuevo paradigma, además de permitir una reflexión sobre las prácticas denominadas Educación de Campo en Brasil. Se trata de una investigación bibliográfica con enfoque cualitativo, inspirada en el Materialismo Histórico Dialéctico. Las discusiones presentadas fueron construidas durante la investigación de Amaral (2023), defendida en el Programa de Postgrado en Docencia, de la Universidad Estadual del Sudoeste de Bahía (UESB). Los resultados mostraron que el concepto de educación de campo no es un concepto cerrado y fijo, sino dinámico y en movimiento, que busca captar una realidad histórica, aún en proceso de constituirse y configurarse como un territorio de disputa, signado por intereses diversos y contradictorios.ABSTRACT. Rural education is a moving concept that emerges from social practices of collective rural subjects and seeks to produce an emancipatory praxis. In this article, we present some elements for discussion about the concepts of field education based on its foundations, such as the conceptual construction developed in recent decades, whose aim is to contribute to the strengthening and consolidation of this new paradigm, in addition to enabling a reflection on practices called Rural Education in Brazil. This is a bibliographical research with a qualitative approach, inspired by dialectical historical materialism. Discussions were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). Results showed that the concept of field education is not a closed and fixed concept, but dynamic and in movement, which seeks to highlight a historical reality, still in the process of being constituted and is configured as a territory of dispute, marked by diverse and contradictory interests.A Educação do Campo é um conceito em movimento que emerge das práticas sociais dos sujeitos coletivos do campo e busca produzir uma práxis emancipatória. Neste artigo, apresentamos alguns elementos para discussão sobre as concepções de Educação do Campo com base em seus fundamentos, tal como sobre a construção conceitual desenvolvida nas últimas décadas, cujo intuito é contribuir com o fortalecimento e com a consolidação desse novo paradigma, além de possibilitar uma reflexão acerca das práticas denominadas como Educação do Campo no Brasil. Trata-se de uma pesquisa bibliográfica de abordagem qualitativa, inspirada no Materialismo Histórico Dialético. As discussões apresentadas foram construídas no decorrer da pesquisa de Amaral (2023), defendida junto ao Programa de Pós-Graduação em Ensino, da Universidade Estadual do Sudoeste da Bahia (UESB). Os resultados evidenciaram que a concepção de Educação do Campo não é um conceito fechado e fixo, mas dinâmico e em movimento, que busca apreender uma realidade histórica ainda em processo de constituição e se configura como território de disputa, marcado por interesses diversos e contraditórios.
Palavras-chave: educação do campo, concepções de educação do campo, território em disputa, construção coletiva.
Conceptions of Rural Education: discussions based on the foundations and conceptual construction developed in recent decades
ABSTRACT. Rural education is a moving concept that emerges from social practices of collective rural subjects and seeks to produce an emancipatory praxis. In this article, we present some elements for discussion about the concepts of field education based on its foundations, such as the conceptual construction developed in recent decades, whose aim is to contribute to the strengthening and consolidation of this new paradigm, in addition to enabling a reflection on practices called Rural Education in Brazil. This is a bibliographical research with a qualitative approach, inspired by dialectical historical materialism. Discussions were constructed during the research by Amaral (2023), defended with the Postgraduate Program in Teaching, at the State University of Southwest Bahia (UESB). Results showed that the concept of field education is not a closed and fixed concept, but dynamic and in movement, which seeks to highlight a historical reality, still in the process of being constituted and is configured as a territory of dispute, marked by diverse and contradictory interests.
Keywords: rural education, conceptions of rural education, disputed territory, collective construction.
Concepciones de la educación rural: debates basados en los fundamentos y la construcción conceptual desarrollados en las últimas décadas
RESUMEN. La educación de campo es un concepto en movimiento que surge de las prácticas sociales de los sujetos rurales colectivos y busca producir una praxis emancipadora. En este artículo presentamos algunos elementos de discusión sobre los conceptos de educación de campo a partir de sus fundamentos, como la construcción conceptual desarrollada en las últimas décadas, cuyo objetivo es contribuir al fortalecimiento y consolidación de este nuevo paradigma, además de permitir una reflexión sobre las prácticas denominadas Educación de Campo en Brasil. Se trata de una investigación bibliográfica con enfoque cualitativo, inspirada en el Materialismo Histórico Dialéctico. Las discusiones presentadas fueron construidas durante la investigación de Amaral (2023), defendida en el Programa de Postgrado en Docencia, de la Universidad Estadual del Sudoeste de Bahía (UESB). Los resultados mostraron que el concepto de educación de campo no es un concepto cerrado y fijo, sino dinámico y en movimiento, que busca captar una realidad histórica, aún en proceso de constituirse y configurarse como un territorio de disputa, signado por intereses diversos y contradictorios.
Palabras clave: educación de campo, concepciones de educación de campo, territorio en disputa, construcción colectiva.
A educação e a pandemia da Covid-19: as lições derivadas da prática em defesa da Escola Pública no/do Campo
Get PDFABSTRACT. This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.ABSTRACT. This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.RESUMEN. Este artículo aborda la profundización de las desigualdades educativas en las escuelas rurales después de la pandemia de Covid-19, que tuvo como resultado el cierre de escuelas, la degradación de los planes de estudio y la formación de docentes, reformas en las políticas educativas y la legislación que ajustan la formación de la clase trabajadora a las empresas capitalistas. lógica. El objetivo de este trabajo es analizar las contradicciones que enfrentan las escuelas rurales en el ámbito de la organización del trabajo pedagógico, a partir de los ataques derivados y/o profundizados por la pandemia. Presenta fundamentos de superación basados en la pedagogía histórico-crítica y la psicología histórico-cultural respecto de la falta de capacitación de los trabajadores rurales y el enfrentamiento de las desigualdades educativas exacerbadas por la pandemia. Señala también que la pandemia profundizó y puso de relieve las raíces de este proceso de descenso de la escolaridad, especialmente en las escuelas públicas de/del campo.ABSTRACT. This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.Este artigo trata do aprofundamento das desigualdades educacionais nas escolas do campo pós pandemia da Covid-19, resultando no fechamento de escolas, rebaixamento dos currículos e das formações de professores, reformas nas políticas educacionais e legislações que ajustam a formação da classe trabalhadora à lógica capitalista empresarial. O objetivo deste trabalho é analisar as contradições enfrentadas pelas escolas do/no campo no âmbito da organização do trabalho pedagógico, a partir dos ataques derivados e/ou aprofundados pela pandemia. Apresenta fundamentos superadores com base na pedagogia histórico-crítica e na psicologia histórico-cultural quanto ao esvaziamento na formação dos/as trabalhadores/as do campo e enfrentamento das desigualdades educacionais acirradas pela pandemia. Aponta também que a pandemia aprofundou e evidenciou as raízes deste processo de rebaixamento da educação escolar, especialmente na escola pública no/do campo.
Palavras-chave: desigualdades educacionais, trabalho pedagógico, escolas do campo.
Education and the Covid-19 pandemic: lessons derived from practice in defense of Public Schools in the Countryside
ABSTRACT. This article deals with the deepening of educational inequalities in rural schools after the Covid-19 pandemic, resulting in the closure of schools, downgrading of curricula and teacher training, reforms in educational policies and legislation that adjust the formation of the working class to business capitalist logic. The objective of this work is to analyze the contradictions faced by rural schools within the scope of the organization of pedagogical work, based on the attacks derived and/or deepened by the pandemic. It presents overcoming foundations based on historical-critical pedagogy and cultural-historical psychology regarding the lack of training for rural workers and confronting educational inequalities exacerbated by the pandemic. It also points out that the pandemic deepened and highlighted the roots of this process of lowering school education, especially in public schools in/from the countryside.
Keywords: educational inequalities, pedagogical work, rural schools.
Educación y pandemia Covid-19: lecciones derivadas de la práctica en defensa de la Escuela Pública en el Campo
RESUMEN. Este artículo aborda la profundización de las desigualdades educativas en las escuelas rurales después de la pandemia de Covid-19, que tuvo como resultado el cierre de escuelas, la degradación de los planes de estudio y la formación de docentes, reformas en las políticas educativas y la legislación que ajustan la formación de la clase trabajadora a las empresas capitalistas. lógica. El objetivo de este trabajo es analizar las contradicciones que enfrentan las escuelas rurales en el ámbito de la organización del trabajo pedagógico, a partir de los ataques derivados y/o profundizados por la pandemia. Presenta fundamentos de superación basados en la pedagogía histórico-crítica y la psicología histórico-cultural respecto de la falta de capacitación de los trabajadores rurales y el enfrentamiento de las desigualdades educativas exacerbadas por la pandemia. Señala también que la pandemia profundizó y puso de relieve las raíces de este proceso de descenso de la escolaridad, especialmente en las escuelas públicas de/del campo.
Palabras clave: desigualdades educativas, trabajo pedagógico, escuelas rurales
Prática pedagógica a partir das dimensões do trabalho e identidade cultural nas escolas das comunidades da Amazônia Tocantina
Get PDFABSTRACT. This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.ABSTRACT. This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.RESUMEN. Se trata de un estudio realizado en la Amazonia Tocantina, con el objetivo de analizar la práctica pedagógica de los profesores/graduados de la Licenciatura en Educación de Campo en el Campo - LEDOC, en diálogo con la vida de los sujetos en las comunidades, a partir de las dimensiones del trabajo y de la identidad cultural. Se basó en un abordaje cualitativo, y sus procedimientos metodológicos incluyeron la investigación de campo mediante observación participante y entrevistas semiestructuradas. Los resultados revelaron que los egresados de la LEDOC, al trabajar en escuelas rurales, de agua y forestales, han buscado dialogar con aspectos del territorio, del trabajo y de la identidad de los sujetos, a pesar de las dificultades enfrentadas en su inserción socioprofesional.
ABSTRACT. This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.Trata-se de um estudo realizado na Amazônia Tocantina, com objetivo de analisar a prática pedagógica dos professores(as)/egressos(as) da Licenciatura em Educação do campo do Campo - LEDOC, em diálogo com a vida dos sujeitos nas comunidades a partir das dimensões do trabalho e identidade cultural. Ancorou-se na abordagem qualitativa, tendo como procedimentos metodológicos a realização da pesquisa de campo com auxílio da observação participante e da entrevista semiestruturada. Os resultados revelaram que os egressos da LEDOC, ao atuarem nas escolas do campo, das águas e das florestas tem procurado dialogar com os aspectos do território, trabalho e identidade dos sujeitos, apesar das dificuldades enfrentadas para sua inserção socioprofissional.
Palavras-chave: licenciatura em educação do campo, prática pedagógica, identidade, trabalho.
Pedagogical practice based on the dimensions of work and cultural identity in schools in the communities of the Tocantina Amazon
ABSTRACT. This is a study carried out in the Tocantina Amazon, with the aim of analyzing the pedagogical practice of teachers/graduates of the Degree in Field Education in the Countryside - LEDOC, in dialogue with the lives of the subjects in the communities, based on the dimensions of work and cultural identity. It was based on a qualitative approach, and its methodological procedures included field research using participant observation and semi-structured interviews. The results revealed that LEDOC graduates, when working in schools in the countryside, waters and forests, have sought to dialog with aspects of the territory, work and identity of the subjects, despite the difficulties faced in their socio-professional insertion.
Keywords: degree in rural education, pedagogical practice, identity, work.
Práctica pedagógica basada en las dimensiones del trabajo y la identidad cultural en las escuelas de las comunidades de la Amazonía Tocantina
RESUMEN. Se trata de un estudio realizado en la Amazonia Tocantina, con el objetivo de analizar la práctica pedagógica de los profesores/graduados de la Licenciatura en Educación de Campo en el Campo - LEDOC, en diálogo con la vida de los sujetos en las comunidades, a partir de las dimensiones del trabajo y de la identidad cultural. Se basó en un abordaje cualitativo, y sus procedimientos metodológicos incluyeron la investigación de campo mediante observación participante y entrevistas semiestructuradas. Los resultados revelaron que los egresados de la LEDOC, al trabajar en escuelas rurales, de agua y forestales, han buscado dialogar con aspectos del territorio, del trabajo y de la identidad de los sujetos, a pesar de las dificultades enfrentadas en su inserción socioprofesional.
Palabras clave: licenciatura en educación rural, práctica pedagógica, identidad, trabajo
ARTE CONTEMPORÂNEA E EDUCAÇÃO EM CIÊNCIAS
Get PDFThis text addresses the possibilities of contemporary art to produce questions about science and scientific practice based on invented creatures. It describes the context of the Science and Media discipline undergraduation course and how the works of the exhibition “Memento Mori” by the artist Walmor Corrêa integrates dialogues in classes and in reviews produced by students. We question the possibility or not of the existence of invented beings, mixing science, art and education. We approach David Lapoujade’s concepts about minimal existences in an attempt to compose tensions about the legitimacy of life.Este texto aborda las posibilidades del arte contemporáneo para plantear interrogantes sobre la ciencia y la práctica científica a partir de seres inventados. Describe el contexto de una disciplina en el curso de graduación en Ciencias Biológicas y cómo las obras de la exposición “Memento Mori” del artista Walmor Corrêa integran diálogos en clases y en reseñas producidas por estudiantes. Cuestionamos la posibilidad o no de la existencia de seres inventados, mezclando ciencia, arte y educación. Nos acercamos a los conceptos de David Lapoujade sobre existencias mínimas en un intento de componer tensiones sobre la legitimación de la vida.Esse texto aborda as possibilidades da arte contemporânea produzir questionamentos sobre a ciência e o fazer científico, na educação em ciências, a partir de seres inventados. Descreve o contexto de uma disciplina na graduação em Licenciatura em Ciências Biológicas e como as obras da exposição “Memento Mori” do artista Walmor Corrêa integram diálogos em aulas e em resenhas produzidas pelos estudantes. Questionamos a possibilidade ou não de existência de seres inventados, mesclando ciência, arte e educação. Abordamos conceitos de David Lapoujade sobre as existências mínimas na tentativa de compor tensionamentos sobre a legitimação da vida
