Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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A transição agroecológica no curso de Pedagogia, com ênfase em Educação do Campo do Instituto Federal Catarinense, partindo da Teoria Decolonial
Full text linkABSTRACT. This article is the result of research conducted in the Doctoral Program in Education at the Regional University of Blumenau (FURB). It aims to understand the role of agroecology in the Pedagogy program, with an emphasis on Rural Education, at the Instituto Federal Catarinense, based on Decolonial Theory. The research was conducted at the Abelardo Luz Advanced Campus. Based on the concept of professional and technological education, we analyzed how agroecology is experienced and characterized rural pedagogy focused on Brazilian EPT. The research is qualitative. We analyzed the Institutional Development Plan, the Pedagogical Project, and Law No. 11,892. We conducted interviews, a bibliographic and documentary review, and document analysis. The agroecological transition emerged from a field of knowledge that transcended the hegemonic paradigm, linked to the practices of rural subjects and the Campus. It is experienced in educational work, articulated with the reality of students, future teachers, and citizens, thus converging toward the construction of new relationships between humans, non-humans, and nature. If, on the one hand, the dialogue of knowledge strengthened local/global articulation, on the other hand, the correlation of forces contrary to the emancipatory perspective in education and agriculture is visible.
ABSTRACT. This article is the result of research conducted in the Doctoral Program in Education at the Regional University of Blumenau (FURB). It aims to understand the role of agroecology in the Pedagogy program, with an emphasis on Rural Education, at the Instituto Federal Catarinense, based on Decolonial Theory. The research was conducted at the Abelardo Luz Advanced Campus. Based on the concept of professional and technological education, we analyzed how agroecology is experienced and characterized rural pedagogy focused on Brazilian EPT. The research is qualitative. We analyzed the Institutional Development Plan, the Pedagogical Project, and Law No. 11,892. We conducted interviews, a bibliographic and documentary review, and document analysis. The agroecological transition emerged from a field of knowledge that transcended the hegemonic paradigm, linked to the practices of rural subjects and the Campus. It is experienced in educational work, articulated with the reality of students, future teachers, and citizens, thus converging toward the construction of new relationships between humans, non-humans, and nature. If, on the one hand, the dialogue of knowledge strengthened local/global articulation, on the other hand, the correlation of forces contrary to the emancipatory perspective in education and agriculture is visible.RESUMEN. Este artículo es el resultado de una investigación realizada en el Programa de Doctorado en Educación de la Universidad Regional de Blumenau (FURB). Su objetivo es comprender el papel de la agroecología en el programa de Pedagogía, con énfasis en Educación Rural, del Instituto Federal Catarinense, con base en la Teoría Decolonial. La investigación se realizó en el Campus Avanzado Abelardo Luz. Con base en el concepto de educación profesional y tecnológica, analizamos cómo se experimenta la agroecología y cómo se caracteriza la pedagogía rural con enfoque en la EPT brasileña. La investigación es cualitativa. Analizamos el Plan de Desarrollo Institucional, el Proyecto Pedagógico y la Ley n.º 11.892. Realizamos entrevistas, una revisión bibliográfica y documental, y un análisis de documentos. La transición agroecológica emergió de un campo de conocimiento que trascendió el paradigma hegemónico, vinculado a las prácticas de los sujetos rurales y del Campus. Se experimenta en el trabajo educativo, articulado con la realidad de estudiantes, futuros docentes y ciudadanos, convergiendo así hacia la construcción de nuevas relaciones entre humanos, no humanos y la naturaleza. Si por un lado el diálogo de saberes fortaleció la articulación local/global, por otro lado es visible la correlación de fuerzas contraria a la perspectiva emancipadora en la educación y en la agricultura.ABSTRACT. This article is the result of research conducted in the Doctoral Program in Education at the Regional University of Blumenau (FURB). It aims to understand the role of agroecology in the Pedagogy program, with an emphasis on Rural Education, at the Instituto Federal Catarinense, based on Decolonial Theory. The research was conducted at the Abelardo Luz Advanced Campus. Based on the concept of professional and technological education, we analyzed how agroecology is experienced and characterized rural pedagogy focused on Brazilian EPT. The research is qualitative. We analyzed the Institutional Development Plan, the Pedagogical Project, and Law No. 11,892. We conducted interviews, a bibliographic and documentary review, and document analysis. The agroecological transition emerged from a field of knowledge that transcended the hegemonic paradigm, linked to the practices of rural subjects and the Campus. It is experienced in educational work, articulated with the reality of students, future teachers, and citizens, thus converging toward the construction of new relationships between humans, non-humans, and nature. If, on the one hand, the dialogue of knowledge strengthened local/global articulation, on the other hand, the correlation of forces contrary to the emancipatory perspective in education and agriculture is visible.
Este artigo resultou da pesquisa realizada no curso de Doutorado em Educação na Universidade Regional de Blumenau (FURB) objetivando compreender o lugar da Agroecologia no curso de Pedagogia, com ênfase em Educação do Campo do Instituto Federal Catarinense, partindo da Teoria Decolonial. A pesquisa é qualitativa e foi realizada no Campus Avançado de Abelardo Luz. A partir da concepção de educação profissional e tecnológica analisamos como a Agroecologia é vivenciada e caracterizamos a pedagogia do campo voltada para a EPT brasileira. Analisou-se o Plano de Desenvolvimento Institucional, o Projeto Pedagógico e a Lei nº 11.892. Realizamos entrevistas, revisão bibliográfica e documental, e análise documental. A Agroecologia é vivenciada como um campo de conhecimentos que transcende o paradigma hegemônico e que necessita estar vinculada à vivência dos sujeitos do campo, a qual ocorreu a partir de todas as tentativas de aproximar o trabalho educativo da realidade dos estudantes, futuros docentes e cidadãos. Envolveu uma busca que converge para a construção de novas relações entre os humanos, não humanos e a natureza. Se por um lado, o diálogo de saberes fortaleceu a articulação local/global, por outro é visível a correlação de forças contrárias à perspectiva emancipatória na educação e na agricultura.
Palavras-chave: a educação profissional e tecnológica, instituto federal catarinense, hybris do ponto zero, epistemologia.
The agroecological transition in the Pedagogy course, with an emphasis on Rural Education at the Instituto Federal Catarinense based on Decolonial Theory
ABSTRACT. This article is the result of research conducted in the Doctoral Program in Education at the Regional University of Blumenau (FURB). It aims to understand the role of agroecology in the Pedagogy program, with an emphasis on Rural Education, at the Instituto Federal Catarinense, based on Decolonial Theory. The research was conducted at the Abelardo Luz Advanced Campus. Based on the concept of professional and technological education, we analyzed how agroecology is experienced and characterized rural pedagogy focused on Brazilian EPT. The research is qualitative. We analyzed the Institutional Development Plan, the Pedagogical Project, and Law No. 11,892. We conducted interviews, a bibliographic and documentary review, and document analysis. The agroecological transition emerged from a field of knowledge that transcended the hegemonic paradigm, linked to the practices of rural subjects and the Campus. It is experienced in educational work, articulated with the reality of students, future teachers, and citizens, thus converging toward the construction of new relationships between humans, non-humans, and nature. If, on the one hand, the dialogue of knowledge strengthened local/global articulation, on the other hand, the correlation of forces contrary to the emancipatory perspective in education and agriculture is visible.
Keywords: professional and technological education, federal institute of Santa Catarina, hybris from point zero, epistemology.
La transición agroecológica en el curso de Pedagogía, con énfasis en Educación Rural del Instituto Federal Catarinense, con base en la Teoría Decolonial
RESUMEN. Este artículo es el resultado de una investigación realizada en el Programa de Doctorado en Educación de la Universidad Regional de Blumenau (FURB). Su objetivo es comprender el papel de la agroecología en el programa de Pedagogía, con énfasis en Educación Rural, del Instituto Federal Catarinense, con base en la Teoría Decolonial. La investigación se realizó en el Campus Avanzado Abelardo Luz. Con base en el concepto de educación profesional y tecnológica, analizamos cómo se experimenta la agroecología y cómo se caracteriza la pedagogía rural con enfoque en la EPT brasileña. La investigación es cualitativa. Analizamos el Plan de Desarrollo Institucional, el Proyecto Pedagógico y la Ley n.º 11.892. Realizamos entrevistas, una revisión bibliográfica y documental, y un análisis de documentos. La transición agroecológica emergió de un campo de conocimiento que trascendió el paradigma hegemónico, vinculado a las prácticas de los sujetos rurales y del Campus. Se experimenta en el trabajo educativo, articulado con la realidad de estudiantes, futuros docentes y ciudadanos, convergiendo así hacia la construcción de nuevas relaciones entre humanos, no humanos y la naturaleza. Si por un lado el diálogo de saberes fortaleció la articulación local/global, por otro lado es visible la correlación de fuerzas contraria a la perspectiva emancipadora en la educación y en la agricultura.
Palabras clave: educación profesional y tecnológica, instituto federal de Santa Catarina, hybris desde el punto cero, epistemología.
Ensino e formação de professores: investigando a produção do conhecimento na perspectiva das teorias pedagógicas na educação do/no campo no programa de pós-graduação da UFAL/Maceió, no período de 2001-2022
Full text linkABSTRACT. This research investigates the production of knowledge and pedagogical theories in Rural Education within the Graduate Program in Education at UFAL/Maceió (2001-2022). It problematizes the relationship between Rural Education and pedagogical work, focusing on underlying pedagogical theories. The study is justified by the need to expand critical knowledge about pedagogical practices in rural schools, covering Elementary Education. The objectives include: identifying scientific production on pedagogical work in rural schools and analyzing it based on Gamboa’s Paradigmatic Matrix (2014), considering both critical and non-critical pedagogical theories. The research uses a bibliographic approach, analyzing three master’s theses from UFAL’s Institutional Repository. Results highlight innovative and critical practices for Rural Education, recommending further academic exploration on the topic due to its social and educational relevance.ABSTRACT. This research investigates the production of knowledge and pedagogical theories in Rural Education within the Graduate Program in Education at UFAL/Maceió (2001-2022). It problematizes the relationship between Rural Education and pedagogical work, focusing on underlying pedagogical theories. The study is justified by the need to expand critical knowledge about pedagogical practices in rural schools, covering Elementary Education. The objectives include: identifying scientific production on pedagogical work in rural schools and analyzing it based on Gamboa’s Paradigmatic Matrix (2014), considering both critical and non-critical pedagogical theories. The research uses a bibliographic approach, analyzing three master’s theses from UFAL’s Institutional Repository. Results highlight innovative and critical practices for Rural Education, recommending further academic exploration on the topic due to its social and educational relevance.RESUMEN. Esta investigación investiga la producción de conocimiento y las teorías pedagógicas en La Educación Rural dentro del Programa de Posgrado en Educación de la UFAL/Maceió (2001-2022). Se problematiza la relación entre la Educación Rural y el trabajo pedagógico, con un enfoque en las teorías pedagógicas subyacentes. El estudio se justifica por la necesidad de ampliar el conocimiento crítico sobre las prácticas pedagógicas en las escuelas rurales, abarcando la Educación Primaria. Los objetivos incluyen: identificar la producción científica sobre el trabajo pedagógico en las escuelas rurales y analizarla basándose en la Matriz Paradigmática de Gamboa (2014), considerando tanto teorías pedagógicas críticas como no críticas. La investigación utiliza un enfoque bibliográfico, analizando tres tesis de maestría del Repositorio Institucional de la UFAL. Los resultados destacan prácticas innovadoras y críticas para la Educación Rural, recomendando una mayor exploración académica sobre el tema debido a su relevancia social y educativa.ABSTRACT. This research investigates the production of knowledge and pedagogical theories in Rural Education within the Graduate Program in Education at UFAL/Maceió (2001-2022). It problematizes the relationship between Rural Education and pedagogical work, focusing on underlying pedagogical theories. The study is justified by the need to expand critical knowledge about pedagogical practices in rural schools, covering Elementary Education. The objectives include: identifying scientific production on pedagogical work in rural schools and analyzing it based on Gamboa’s Paradigmatic Matrix (2014), considering both critical and non-critical pedagogical theories. The research uses a bibliographic approach, analyzing three master’s theses from UFAL’s Institutional Repository. Results highlight innovative and critical practices for Rural Education, recommending further academic exploration on the topic due to its social and educational relevance.Esta pesquisa investiga a produção do conhecimento e as teorias pedagógicas na Educação do/no Campo, no Programa de Pós-Graduação em Educação da UFAL/Maceió (2001-2022). Problematiza a relação entre Educação do/no Campo e o trabalho pedagógico, com foco nas teorias pedagógicas subjacentes. O estudo justifica-se pela necessidade de ampliar o conhecimento crítico sobre práticas pedagógicas em escolas do campo, abrangendo o Ensino Fundamental. Os objetivos incluem: identificar a produção científica sobre o trabalho pedagógico em escolas do campo e analisá-la com base na Matriz Paradigmática de Gamboa (2014), considerando teorias pedagógicas críticas e não críticas. A pesquisa utiliza abordagem bibliográfica, analisando três dissertações de mestrado do Repositório Institucional da UFAL. Resultados destacam práticas inovadoras e críticas para a Educação do/no Campo, recomendando aprofundamento científico sobre o tema, dada sua relevância social e educacional.
Palavras-chave: ensino, formação de professores, currículo.
Teaching and Teacher Training: Investigating Knowledge Production from the Perspective of Pedagogical Theories in Rural Education in the Graduate Program at UFAL/Maceió, from 2001 to 2022
ABSTRACT. This research investigates the production of knowledge and pedagogical theories in Rural Education within the Graduate Program in Education at UFAL/Maceió (2001-2022). It problematizes the relationship between Rural Education and pedagogical work, focusing on underlying pedagogical theories. The study is justified by the need to expand critical knowledge about pedagogical practices in rural schools, covering Elementary Education. The objectives include: identifying scientific production on pedagogical work in rural schools and analyzing it based on Gamboa’s Paradigmatic Matrix (2014), considering both critical and non-critical pedagogical theories. The research uses a bibliographic approach, analyzing three master’s theses from UFAL’s Institutional Repository. Results highlight innovative and critical practices for Rural Education, recommending further academic exploration on the topic due to its social and educational relevance.
Keywords: teaching, teacher training, curriculum.
Enseñanza y Formación de Profesores: Investigando La Producción de Conocimiento desde la Perspectiva de lãs Teorías Pedagógicas en la Educación en el Campo en El Programa de Posgrado de la UFAL/Maceió, en el Período de 2001-2022
RESUMEN. Esta investigación investiga la producción de conocimiento y las teorías pedagógicas en La Educación Rural dentro del Programa de Posgrado en Educación de la UFAL/Maceió (2001-2022). Se problematiza la relación entre la Educación Rural y el trabajo pedagógico, con un enfoque en las teorías pedagógicas subyacentes. El estudio se justifica por la necesidad de ampliar el conocimiento crítico sobre las prácticas pedagógicas en las escuelas rurales, abarcando la Educación Primaria. Los objetivos incluyen: identificar la producción científica sobre el trabajo pedagógico en las escuelas rurales y analizarla basándose en la Matriz Paradigmática de Gamboa (2014), considerando tanto teorías pedagógicas críticas como no críticas. La investigación utiliza un enfoque bibliográfico, analizando tres tesis de maestría del Repositorio Institucional de la UFAL. Los resultados destacan prácticas innovadoras y críticas para la Educación Rural, recomendando una mayor exploración académica sobre el tema debido a su relevancia social y educativa.
Palabras clave: enseñanza, formación de profesores, currículo
JOGOS DIDÁTICOS NO ENSINO DE QUÍMICA NA EDUCAÇÃO BÁSICA: UM MAPEAMENTO SISTEMÁTICO
Full text linkThe objective of this study is to map publications that analyze the application of educational games in Brazilian elementary school chemistry classes from 2011 to 2021, considering that these resources are strong allies in the teaching-learning process. This bibliographic investigation sought scientific articles in the CAPES Journals portal using the descriptors "game and chemistry," "playful and chemistry," and "resource and chemistry," without initially delimiting a search period. Only experimental studies on educational games applied to chemistry in Brazilian elementary schools, with full texts freely available, published between 2011 and 2021, were selected. The results indicated that not all states and regions of Brazil analyze pedagogical experiences with educational games in chemistry teaching, and the volume of publications is inconsistent within this period. The studies presented heterogeneous quality but demonstrated the importance of educational games in elementary education to promote more dynamic learningEl objetivo de este trabajo es realizar un mapeo de las publicaciones que analizan la aplicación de juegos didácticos en las clases de Química en las escuelas básicas de Brasil en el período de 2011 a 2021, considerando que estos recursos son grandes aliados en el proceso de enseñanza y aprendizaje. La investigación, de carácter bibliográfico, buscó artículos científicos en el portal de Periódicos CAPES con los descriptores “juego y química”, “lúdico y química” y “recurso y química”, sin delimitación inicial de período. Se seleccionaron solo trabajos sobre juegos didácticos aplicados a la enseñanza de la Química en las escuelas de educación básica en Brasil, de carácter experimental, con texto completo disponible gratuitamente en revistas, publicados entre los años 2011 y 2021. Los resultados indicaron que no todos los estados y regiones de Brasil analizan experiencias pedagógicas con juegos didácticos en la enseñanza de la Química, y el volumen de publicaciones fue inconsistente durante este período. Los trabajos presentaron una calidad heterogénea, pero demostraron la importancia de los juegos didácticos en la educación básica para promover un aprendizaje más dinámico.O objetivo deste trabalho é realizar um mapeamento das publicações que analisam a aplicação de jogos didáticos nas aulas de Química da escola básica brasileira no período de 2011 a 2021, considerando que esses recursos são fortes aliados no processo de ensino e aprendizagem. A investigação, de caráter bibliográfico, buscou artigos científicos no portal de Periódicos CAPES com os descritores “jogo e química”, “lúdico e química” e “recurso e química”, sem delimitação inicial de período. Selecionaram-se apenas trabalhos sobre jogos didáticos aplicados ao ensino de Química nas escolas de ensino básico no Brasil, de caráter experimental, com texto completo disponibilizado gratuitamente em periódicos, publicados entre os anos 2011 e 2021. Os resultados indicaram que nem todos os estados e regiões do Brasil analisam experiências pedagógicas com jogos didáticos no ensino de Química, e o volume de publicações é inconstante nesse período. Os trabalhos apresentaram qualidade heterogênea, mas demonstraram a importância dos jogos didáticos na educação básica para promover um aprendizado mais dinâmico
CONTRIBUIÇÕES PARA O TRABALHO COM A LITERATURA NAS AULAS DE ESPANHOL: UMA PROPOSTA DIDÁTICA COM O MICROCONTO APRENDER A HABLAR (2021), DE MARCIO JURADO
Full text linkThis study presents a didactic proposal centered on the micro-story Aprender a hablar by Marcio Jurado (2021), collaboratively developed by a Spanish student-teaching professor, the supervising teacher from the school, and the intern, for ninth-grade elementary school students. To carry out this teaching proposal, we relied on literary reading and a decolonial pedagogical framework. As a result, we highlight the importance of a literary approach that values the voices of the Global South, the ethical-aesthetic engagement with literary texts, fostering reflection among adolescents, and shifts them into the position of literature producers.Este trabalho apresenta uma proposta didática a partir do microconto Aprender a hablar, de Marcio Jurado (2021), desenvolvida em parceria entre professora de Estágio Supervisionado de Espanhol, professor supervisor da escola e estagiária, para estudantes do 9º ano do ensino fundamental. Para a execução dessa proposta didática, pautamo-nos na leitura literária e em uma perspectiva decolonial. Como resultado, evidenciamos a importância de uma abordagem literária que valorize as vozes do Sul global, os componentes éticos e estéticos do texto literário, provoque reflexões nos adolescentes e os desloque ao lugar de produtor de literatura
LETRAMENTO LITERÁRIO E FORMAÇÃO DE LEITORES NO ENSINO: DIÁLOGOS A PARTIR DA LITERATURA DE TESTEMUNHO COMO PRÁXIS DE RESISTÊNCIA
Full text linkThis article analyzes the contribution of Testimonial Literature to the practices of literary literacy and reader training in the Literature Course, based on the convergences of the Testimonial contribution and Resistance Literature. Our study focuses on books related to Brazilian civil-military dictatorship (1964-1985). For the research, we used qualitative approach through action research. Regarding the results, we indicate that literary literacy through Testimonial Literature is vital for the formation of critical and engaged readers.Este artigo analisa a contribuição da Literatura de Testemunho nas práticas de letramento literário e formação de leitores no Curso de Letras, a partir das convergências do aporte Testemunhal e da Literatura de Resistência. Temos como recorte o período da ditadura civil-militar brasileira (1964-1985) acerca da Guerrilha do Araguaia (1972-1975). Para a efetivação da pesquisa, utilizamos como metodologia a abordagem qualitativa através da práxis da pesquisa-ação. No tocante aos resultados, indicamos que o letramento literário por meio da Literatura de Testemunho é vital para a formação de leitores críticos e engajados
AMBIENTE URBANO E EDUCAÇÃO AMBIENTAL: uma perspectiva perceptiva com educadores em Palmas (TO)
Full text linkEnvironmental perception facilitates the understanding of the relationship between individuals and their lived environment through the lens of subjectivity. Given that perception influences behaviors and decision-making processes concerning the environment, it can contribute significantly to the planning of environmental education, thereby establishing a cycle of mutual influence. Grounded in this premise, the present study aims to investigate the environmental perceptions of basic education teachers in the northwest region (ARNOs) of Palmas (TO), as well as their perspectives on the environmental education practices implemented at Beatriz Rodrigues da Silva Municipal School, where the participants teach. Data were collected using a structured interview protocol, developed based on essential themes identified through a phenomenological approach in a previous phase of the research. The findings reveal that participants tend to hold a relatively integrated view of the environment, albeit with a prevailing anthropocentric orientation. They also recognize the presence of environmental issues within the ARNOs, highlighting the need for shared responsibility among various stakeholders. Environmental education, as conceived by the participants, is predominantly characterized by traditional and behavioral approaches, often occupying a marginal role within the broader educational framework. Nonetheless, the study suggests that such practices could be enhanced through the teachers’ own environmental perceptions and by reinforcing more critical approaches.A percepção ambiental possibilita a compreensão da relação entre sujeitos e seu mundo vivido, por meio da subjetividade. Como a percepção interfere nas condutas e decisões em relação ao ambiente, poderá auxiliar no planejamento da educação ambiental, formando um ciclo de mútua influência. Com base nessa premissa, este artigo tem como propósito estudar a percepção de professores da educação básica em relação ao ambiente (e seus problemas) na área noroeste (ARNOs) de Palmas (TO), bem como sua perspectiva sobre a educação ambiental praticada na Escola Municipal Beatriz Rodrigues da Silva, instituição onde o grupo de sujeitos leciona. A coleta de dados foi realizada com um roteiro estruturado de entrevista, construído a partir de essências apuradas pelo método fenomenológico em fase anterior da investigação. Os resultados indicam que os sujeitos compartilham uma visão relativamente integrada do ambiente, ainda que privilegiem uma visão antropocêntrica. Também percebem problemas ambientais nas ARNOs, o que requer uma série de cuidados, a partir da responsabilidade de diferentes agentes. Já a educação ambiental é concebida por um viés tradicional e comportamental, constituindo-se como prática marginal no ensino. Contudo, é possível que seja aperfeiçoada por meio da percepção dos próprios professores e do fortalecimento de abordagens críticas
O COMÉRCIO INFORMAL DE SOBRAL: um estudo a partir das ruralidades que se apresentam no cotidiano da cidade
Full text linkThe globalization process intensifies the International Division of Labor (IDL) and social inequalities, making informal work one of the main means of subsistence for the population. This article investigates the relations of production, circulation, and consumption within informal commerce in Sobral (Brazil), focusing on rural products that express ruralities in the urban space. The research follows a qualitative approach, combining bibliographical, documentary, and field data collected from informal workers who sell food and small animals in different areas of the city. The results show that rurality is expressed through the commercialization of corn, pamonha (a traditional corn-based food), milk, vegetables, and poultry on sidewalks and busy urban spaces. We conclude that informal commerce in Sobral reflects both the search for better living conditions and the lack of opportunities in the formal labor market, highlighting the urgency of specific public policies.O processo de globalização intensifica a Divisão Internacional do Trabalho (DIT) e as desigualdades sociais, e o trabalho informal torna-se um dos principais meios de subsistência da população. Este artigo investiga as relações de produção, circulação e consumo no comércio informal de Sobral (CE), com ênfase nos produtos oriundos do campo que expressam ruralidades no espaço urbano. A pesquisa adota abordagem qualitativa, articulando bibliografia, documentos e trabalho de campo junto a trabalhadores(as) informais que comercializam alimentos e pequenos animais em diferentes pontos da cidade. Os resultados indicam que a ruralidade se manifesta por meio da venda de milho, pamonha, leite, hortaliças e aves, em calçadas e locais de grande circulação. Conclui-se que o comércio informal em Sobral reflete tanto a busca por melhores condições de vida quanto a ausência de inserção no mercado formal, ressaltando a necessidade de políticas públicas específicas
Análise do Estado de conhecimento sobre o termo Educação do Campo nos trabalhos de conclusão de curso na faculdade de Educação do Campo da Universidade Federal do Sul e Sudeste do Pará (FECAMPO/UNIFESSPA)
Full text linkABSTRACT. The general objective of this study is to analyze how the concept of Rural Education is presented in the academic productions of the FECAMPO/UNIFESSPA course conclusion works, making its differentiation with Rural Education. Its methodology is bibliographical research, documentary research and the study of knowledge (Morisini, 2015; Morisini & Fernandes, 2014; Morisini; Nascimento & Nez, 2021), the chosen approach was qualitative and quantitative (Gamboa, 2017), method dialectic and content data analysis (Bardin, 1977). Among the results achieved are: a concept of Education in the strong field that expresses the sense of collectivity and that gives voice and voices to the subjects of the field; between the 20th and 21st centuries, a process of transition from the term Rural Education to Rural Education; it is still necessary to use authors and institutions in the conceptualization of the term from the north region of Brazil. The timely conclusions indicate that it is important and fundamental to access the term and its definitions, its senses and meanings in the training of teachers in the Licentiate in Rural Education (LEDOC), since the concepts materialize the life and daily life of the people of the countryside.ABSTRACT. The general objective of this study is to analyze how the concept of Rural Education is presented in the academic productions of the FECAMPO/UNIFESSPA course conclusion works, making its differentiation with Rural Education. Its methodology is bibliographical research, documentary research and the study of knowledge (Morisini, 2015; Morisini & Fernandes, 2014; Morisini; Nascimento & Nez, 2021), the chosen approach was qualitative and quantitative (Gamboa, 2017), method dialectic and content data analysis (Bardin, 1977). Among the results achieved are: a concept of Education in the strong field that expresses the sense of collectivity and that gives voice and voices to the subjects of the field; between the 20th and 21st centuries, a process of transition from the term Rural Education to Rural Education; it is still necessary to use authors and institutions in the conceptualization of the term from the north region of Brazil. The timely conclusions indicate that it is important and fundamental to access the term and its definitions, its senses and meanings in the training of teachers in the Licentiate in Rural Education (LEDOC), since the concepts materialize the life and daily life of the people of the countryside.
Palavras-chave : educação de campo, estado do conhecimento, conceito.RESUMEN. Este estudio tiene como objetivo general analizar cómo se presenta el concepto de Educación Rural en las producciones académicas de las obras de conclusión de curso de FECAMPO/UNIFESSPA, diferenciándolo de la Educación Rural. Su metodología es el levantamiento bibliográfico, la investigación documental y el estudio del conocimiento (Morisini, 2015; Morisini & Fernandes, 2014; Morisini, Nascimento & Nez, 2021). El enfoque elegido fue el cualitativo y cuantitativo (Gamboa, 2017), el método dialéctico y el análisis de contenido de datos (Bardin, 1977). Los resultados alcanzados se refieren a: un concepto fuerte de Educación Rural que exprese el sentido de colectividad, además de dar voz a los sujetos rurales; a un proceso de transición del término Educación Rural al de Educación del campo entre los siglos XX y XXI. Sin embargo, todavía es necesario recurrir a autores e instituciones en la conceptualización del término de la región Norte de Brasil. Las conclusiones oportunas indican que el acceso al término y sus definiciones, sus significados y significancia en la formación de docentes de la Licenciatura en Educación Rural (LEDOC) es importante y fundamental, pues los conceptos materializan la vida existente y cotidiana de los pobladores rurales.
Palavras-chave : educação rural, estado do conhecimento, conceito.ABSTRACT. The general objective of this study is to analyze how the concept of Rural Education is presented in the academic productions of the FECAMPO/UNIFESSPA course conclusion works, making its differentiation with Rural Education. Its methodology is bibliographical research, documentary research and the study of knowledge (Morisini, 2015; Morisini & Fernandes, 2014; Morisini; Nascimento & Nez, 2021), the chosen approach was qualitative and quantitative (Gamboa, 2017), method dialectic and content data analysis (Bardin, 1977). Among the results achieved are: a concept of Education in the strong field that expresses the sense of collectivity and that gives voice and voices to the subjects of the field; between the 20th and 21st centuries, a process of transition from the term Rural Education to Rural Education; it is still necessary to use authors and institutions in the conceptualization of the term from the north region of Brazil. The timely conclusions indicate that it is important and fundamental to access the term and its definitions, its senses and meanings in the training of teachers in the Licentiate in Rural Education (LEDOC), since the concepts materialize the life and daily life of the people of the countryside.Este estudo tem como objetivo geral analisar como o conceito de Educação do Campo é apresentado nas produções acadêmicas dos trabalhos de conclusão de curso da FECAMPO/UNIFESSPA, fazendo sua diferenciação com a Educação Rural. Tem como metodologia o levantamento bibliográfico, a pesquisa documental e o estudo do conhecimento (Morisini, 2015; Morisini & Fernandes, 2014; Morisini, Nascimento & Nez, 2021). A abordagem escolhida foi a qualitativa e a quantitativa (Gamboa, 2017), o método dialético e a análise de dados do conteúdo (Bardin, 1977). Os resultados alcançados dizem respeito: a um conceito de Educação do Campo forte e que expressa o sentido de coletividade, bem como dá voz e vozes aos sujeitos do campo; a um processo de transição do termo Educação Rural para Educação do Campo entre os séculos XX e XXI. No entanto, ainda se faz necessária a utilização de autores e instituições na conceituação do termo da região Norte do Brasil. As conclusões oportunas sinalizam que é importante e fundamental o acesso ao termo e suas definições, seus sentidos e significados na formação de professores em Licenciatura em Educação do Campo (LEDOC), pois as conceituações materializam a vida e o cotidiano já existentes dos povos do campo.
Palavras-chave: educação do campo, estado de conhecimento, conceito.
Analysis of the Status of knowledge about the term Education in the countryside in course completion works at the faculty of Education of the countryside of the Federal University of South and Southeast Pará (FECAMPO/UNIFESSPA)
ABSTRACT. The general objective of this study is to analyze how the concept of Rural Education is presented in the academic productions of the FECAMPO/UNIFESSPA course conclusion works, making its differentiation with Rural Education. Its methodology is bibliographical research, documentary research and the study of knowledge (Morisini, 2015; Morisini & Fernandes, 2014; Morisini; Nascimento & Nez, 2021), the chosen approach was qualitative and quantitative (Gamboa, 2017), method dialectic and content data analysis (Bardin, 1977). Among the results achieved are: a concept of Education in the strong field that expresses the sense of collectivity and that gives voice and voices to the subjects of the field; between the 20th and 21st centuries, a process of transition from the term Rural Education to Rural Education; it is still necessary to use authors and institutions in the conceptualization of the term from the north region of Brazil. The timely conclusions indicate that it is important and fundamental to access the term and its definitions, its senses and meanings in the training of teachers in the Licentiate in Rural Education (LEDOC), since the concepts materialize the life and daily life of the people of the countryside.
Keywords: rural education, state of knowledge, concept.
Análisis del Estado del Conocimiento sobre el término Educación Rural en los trabajos finales de curso de la Facultad de Educación Rural de la Universidad Federal del Sur y Sudeste de Pará (FECAMPO/UNIFESSPA)
RESUMEN. Este estudio tiene como objetivo general analizar cómo se presenta el concepto de Educación Rural en las producciones académicas de las obras de conclusión de curso de FECAMPO/UNIFESSPA, diferenciándolo de la Educación Rural. Su metodología es el levantamiento bibliográfico, la investigación documental y el estudio del conocimiento (Morisini, 2015; Morisini & Fernandes, 2014; Morisini, Nascimento & Nez, 2021). El enfoque elegido fue el cualitativo y cuantitativo (Gamboa, 2017), el método dialéctico y el análisis de contenido de datos (Bardin, 1977). Los resultados alcanzados se refieren a: un concepto fuerte de Educación Rural que exprese el sentido de colectividad, además de dar voz a los sujetos rurales; a un proceso de transición del término Educación Rural al de Educación del campo entre los siglos XX y XXI. Sin embargo, todavía es necesario recurrir a autores e instituciones en la conceptualización del término de la región Norte de Brasil. Las conclusiones oportunas indican que el acceso al término y sus definiciones, sus significados y significancia en la formación de docentes de la Licenciatura en Educación Rural (LEDOC) es importante y fundamental, pues los conceptos materializan la vida existente y cotidiana de los pobladores rurales.
Palabras clave: educación rural, estado del conocimiento, concepto
Cultura e Identidade Territorial: Uma análise a partir da Organização do Trabalho Pedagógico na Educação do Campo
Full text linkABSTRACT. The general objective is to analyze, through a systematic review of academic literature (2009–2024), how the organization of pedagogical work in Rural Education has been conceived and practiced, highlighting its relationship with cultural processes and the construction of territorial identity among rural workers. This study follows the methodological path of bibliographic research and is based on academic productions retrieved from the CAPES Thesis and Dissertation Database. As a final synthesis, the organization of pedagogical work in Rural Education still faces significant challenges in establishing itself as an emancipatory and territorially grounded practice. Despite relevant contributions from some experiences, overcoming the dominant pedagogical model requires strengthening the critical training of educators, deepening research on territorial identity and reproduction of life, and rooting school practices in the lived realities of rural communities.ABSTRACT. The general objective is to analyze, through a systematic review of academic literature (2009–2024), how the organization of pedagogical work in Rural Education has been conceived and practiced, highlighting its relationship with cultural processes and the construction of territorial identity among rural workers. This study follows the methodological path of bibliographic research and is based on academic productions retrieved from the CAPES Thesis and Dissertation Database. As a final synthesis, the organization of pedagogical work in Rural Education still faces significant challenges in establishing itself as an emancipatory and territorially grounded practice. Despite relevant contributions from some experiences, overcoming the dominant pedagogical model requires strengthening the critical training of educators, deepening research on territorial identity and reproduction of life, and rooting school practices in the lived realities of rural communities.RESUMEN. El objetivo general es analizar, a través de una revisión sistemática de la literatura académica (2009–2024), cómo ha sido concebida y practicada la organización del trabajo pedagógico en la Educación del Campo, destacando sus relaciones con los procesos culturales y la construcción de la identidad territorial de los trabajadores del campo. Un estudio que sigue el recorrido metodológico de la investigación bibliográfica y, mediante las producciones académicas, optó por utilizar la base de datos de tesis y disertaciones de CAPES. Como síntesis final, se observa que la organización del trabajo pedagógico en la Educación del Campo aún enfrenta desafíos significativos para consolidarse como una práctica emancipadora y situada territorialmente. A pesar de las contribuciones relevantes de algunas experiências, superar el modelo pedagógico dominante requiere el fortalecimiento de la formación crítica de los educadores, el avance en las investigaciones sobre identidad territorial y reproducción de la vida, así como el enraizamiento de las prácticas escolares en las realidades de los pueblos del campo.ABSTRACT. The general objective is to analyze, through a systematic review of academic literature (2009–2024), how the organization of pedagogical work in Rural Education has been conceived and practiced, highlighting its relationship with cultural processes and the construction of territorial identity among rural workers. This study follows the methodological path of bibliographic research and is based on academic productions retrieved from the CAPES Thesis and Dissertation Database. As a final synthesis, the organization of pedagogical work in Rural Education still faces significant challenges in establishing itself as an emancipatory and territorially grounded practice. Despite relevant contributions from some experiences, overcoming the dominant pedagogical model requires strengthening the critical training of educators, deepening research on territorial identity and reproduction of life, and rooting school practices in the lived realities of rural communities.Trata-se de um artigo que tem como objetivo geral analisar, por meio de uma revisão sistemática da literatura acadêmica (2009–2024), como a Organização do Trabalho Pedagógico na Educação do Campo tem sido concebida e praticada, destacando suas relações com os processos culturais e a construção da identidade territorial de trabalhadores do campo. É um estudo composto pelo percurso metodológico da pesquisa bibliográfica e, por intermédio das produções acadêmicas, optou por utilizar o Banco de Dados de Teses e Dissertações da (CAPES). Como sínteses finais, a Organização do Trabalho Pedagógico na Educação do Campo ainda enfrenta desafios significativos para consolidar-se como prática emancipada e territorialmente situada. Apesar das contribuições relevantes de algumas experiências, a superação do modelo pedagógico dominante exige o fortalecimento da formação crítica de educadores, o aprofundamento das pesquisas sobre identidade territorial e reprodução da vida, e o enraizamento das práticas escolares nas realidades dos povos do campo.
Palavras-chave: Organização do trabalho pedagógico, educação do campo, território, cultura.
Culture and Territorial Identity: An Analysis Based on the Organization of Pedagogical Work in Rural Education
ABSTRACT. The general objective is to analyze, through a systematic review of academic literature (2009–2024), how the organization of pedagogical work in Rural Education has been conceived and practiced, highlighting its relationship with cultural processes and the construction of territorial identity among rural workers. This study follows the methodological path of bibliographic research and is based on academic productions retrieved from the CAPES Thesis and Dissertation Database. As a final synthesis, the organization of pedagogical work in Rural Education still faces significant challenges in establishing itself as an emancipatory and territorially grounded practice. Despite relevant contributions from some experiences, overcoming the dominant pedagogical model requires strengthening the critical training of educators, deepening research on territorial identity and reproduction of life, and rooting school practices in the lived realities of rural communities.
Keywords: pedagogical work organization, rural education, territory, culture.
Cultura e Identidad Territorial: Un análisis a partir de la Organización del Trabajo Pedagógico en la Educación del Campo
RESUMEN. El objetivo general es analizar, a través de una revisión sistemática de la literatura académica (2009–2024), cómo ha sido concebida y practicada la organización del trabajo pedagógico en la Educación del Campo, destacando sus relaciones con los procesos culturales y la construcción de la identidad territorial de los trabajadores del campo. Un estudio que sigue el recorrido metodológico de la investigación bibliográfica y, mediante las producciones académicas, optó por utilizar la base de datos de tesis y disertaciones de CAPES. Como síntesis final, se observa que la organización del trabajo pedagógico en la Educación del Campo aún enfrenta desafíos significativos para consolidarse como una práctica emancipadora y situada territorialmente. A pesar de las contribuciones relevantes de algunas experiências, superar el modelo pedagógico dominante requiere el fortalecimiento de la formación crítica de los educadores, el avance en las investigaciones sobre identidad territorial y reproducción de la vida, así como el enraizamiento de las prácticas escolares en las realidades de los pueblos del campo.
Palabras clave: organización del trabajo pedagógico, educación del campo, territorio, cultura
Mulheres, protagonismo, lutas e resistências no cenário brasileiro: perspectivas sobre a Amazônia
Full text linkABSTRACT. This study analyzed the perspectives of women from the Vila Amazônia Settlement regarding work, family, education, and their struggles against gender asymmetry. A decolonial conception of research was adopted using the studies of Arroyo (2012), Bortolini (2021), Lerner (2019), and Saviani (2007). Feminism in the region was presented as a popular, Afro-Latin American construction, based on a decolonial approach. The interviews, conducted with a stipulated script and analyzed through a constructive-interpretative methodology, revealed the centrality of women in cultural, social, and political spheres. The narratives of the participants highlighted an identity construction that integrates elements of popular feminism. The decolonial approach allowed for a broader understanding of power dynamics and resistance, evidencing the subjectivation of women as protagonists in the struggle for rights and justice in the Amazon.ABSTRACT. This study analyzed the perspectives of women from the Vila Amazônia Settlement regarding work, family, education, and their struggles against gender asymmetry. A decolonial conception of research was adopted using the studies of Arroyo (2012), Bortolini (2021), Lerner (2019), and Saviani (2007). Feminism in the region was presented as a popular, Afro-Latin American construction, based on a decolonial approach. The interviews, conducted with a stipulated script and analyzed through a constructive-interpretative methodology, revealed the centrality of women in cultural, social, and political spheres. The narratives of the participants highlighted an identity construction that integrates elements of popular feminism. The decolonial approach allowed for a broader understanding of power dynamics and resistance, evidencing the subjectivation of women as protagonists in the struggle for rights and justice in the Amazon.RESUMEN. Este estudio analizó las perspectivas de las mujeres del Asentamiento de Vila Amazônia en relación con el trabajo, la familia, la educación y sus luchas ante la asimetría de género. Se adoptó una concepción de investigación decolonial utilizando los estudios de Arroyo (2012), Bortolini (2021), Lerner (2019) y Saviani (2007). El feminismo en la región se presentó como una construcción popular, afro y latinoamericana, fundamentada en un enfoque decolonial. Las entrevistas, realizadas con un guion estipulado y analizadas a través de una metodología constructivo-interpretativa, revelaron la centralidad de las mujeres en las esferas cultural, social y política. Las narrativas de las participantes destacaron una construcción identitaria que integra elementos del feminismo popular. El enfoque decolonial permitió una comprensión más amplia de las dinámicas de poder y resistencia, evidenciando la subjetivación de las mujeres como protagonistas en la lucha por derechos y justicia en la Amazonía.ABSTRACT. This study analyzed the perspectives of women from the Vila Amazônia Settlement regarding work, family, education, and their struggles against gender asymmetry. A decolonial conception of research was adopted using the studies of Arroyo (2012), Bortolini (2021), Lerner (2019), and Saviani (2007). Feminism in the region was presented as a popular, Afro-Latin American construction, based on a decolonial approach. The interviews, conducted with a stipulated script and analyzed through a constructive-interpretative methodology, revealed the centrality of women in cultural, social, and political spheres. The narratives of the participants highlighted an identity construction that integrates elements of popular feminism. The decolonial approach allowed for a broader understanding of power dynamics and resistance, evidencing the subjectivation of women as protagonists in the struggle for rights and justice in the Amazon.Este estudo analisou as perspectivas das mulheres do Assentamento de Vila Amazônia em relação ao trabalho, família, educação e suas lutas diante da assimetria de gênero. Adotou-se uma concepção decolonial de pesquisa usando os estudos de Arroyo (2012), Bortolini (2021), Lerner (2019) e Saviani (2007). O feminismo na região foi apresentado como uma construção popular, afro e latino-americana, fundamentada em uma abordagem decolonial. As entrevistas, realizadas com um roteiro estipulado e analisadas pela metodologia construtiva-interpretativa, revelaram a centralidade das mulheres nas esferas cultural, social e política. As narrativas das participantes destacaram uma construção identitária que integra elementos do feminismo popular. A abordagem decolonial permitiu uma compreensão mais ampla das dinâmicas de poder e resistência, evidenciando a subjetivação das mulheres como protagonistas na luta por direitos e justiça na Amazônia.
Palavras-chave: mulheres, protagonismo, lutas, resistência, amazônia.
Women, leadership, struggles, and resistance in the brazilian context: perspectives on the Amazon
ABSTRACT. This study analyzed the perspectives of women from the Vila Amazônia Settlement regarding work, family, education, and their struggles against gender asymmetry. A decolonial conception of research was adopted using the studies of Arroyo (2012), Bortolini (2021), Lerner (2019), and Saviani (2007). Feminism in the region was presented as a popular, Afro-Latin American construction, based on a decolonial approach. The interviews, conducted with a stipulated script and analyzed through a constructive-interpretative methodology, revealed the centrality of women in cultural, social, and political spheres. The narratives of the participants highlighted an identity construction that integrates elements of popular feminism. The decolonial approach allowed for a broader understanding of power dynamics and resistance, evidencing the subjectivation of women as protagonists in the struggle for rights and justice in the Amazon.
Keywords: women, protagonism, struggles, resistance, amazon.
Mujeres, protagonismo, luchas y resistencias en el escenario brasileño: perspectivas sobre la Amazonia
RESUMEN. Este estudio analizó las perspectivas de las mujeres del Asentamiento de Vila Amazônia en relación con el trabajo, la familia, la educación y sus luchas ante la asimetría de género. Se adoptó una concepción de investigación decolonial utilizando los estudios de Arroyo (2012), Bortolini (2021), Lerner (2019) y Saviani (2007). El feminismo en la región se presentó como una construcción popular, afro y latinoamericana, fundamentada en un enfoque decolonial. Las entrevistas, realizadas con un guion estipulado y analizadas a través de una metodología constructivo-interpretativa, revelaron la centralidad de las mujeres en las esferas cultural, social y política. Las narrativas de las participantes destacaron una construcción identitaria que integra elementos del feminismo popular. El enfoque decolonial permitió una comprensión más amplia de las dinámicas de poder y resistencia, evidenciando la subjetivación de las mujeres como protagonistas en la lucha por derechos y justicia en la Amazonía.
Palabras clave: mujer, protagonismo, peleas, resistencia, amazonas.