Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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POEMAS NAS REDES SOCIAIS: A INSTAPOESIA DE RYANE LEÃO
Get PDFThe objective of this article is to discuss poetry published on Instagram, called instapoetry, as a discursive genre that has allowed the production of women, including Afro-descendants who find space to broadcast their poetic production. The theory that supports this article is based on the concept of discursive genre, from the perspective of Bakhtin and the Circle, specifically the concepts of authorship, relative stability of the genre, style, chronotopy. To fulfill this proposal, instapoems by Ryane Leão published in the printed book Jamais peço desculpas por me derramar (2019) were selected to analyze the genre and style of the instapoems.O objetivo deste artigo é discutir a poesia veiculada no Instagram, denominada instapoesia, como um gênero discursivo que tem permitido a produção de mulheres, elas, afrodescendentes que encontram espaço para veicular sua produção poética. A teoria que sustenta este artigo está fundamentada no conceito de gênero discursivo, na perspectiva de Bakhtin e do Círculo, em específico os conceitos de autoria, estabilidade relativa do gênero, estilo e cronotopia. Para cumprir esta proposta foram selecionados instapoemas de Ryane Leão publicados no livro impresso Jamais peço desculpas por me derramar (2019) para analisar o gênero e o estilo dos instapoemas
A EDUCAÇÃO ESTÉTICA NA CONSTITUIÇÃO DE UM AMBIENTE DE EDUCAÇÃO ACOLHEDOR: RELAÇÕES DE ALTERIDADE EM UM GRUPO DE ACOLHIMENTO PARA PESSOAS LGBTI+ E QUEER NO ENSINO SUPERIOR
Get PDFThis article discusses relationships of otherness in a support group for LGBTI+ people at a university in Brazil. Aesthetic activities were carried out with the objective of understanding the contribution of this dimension to a welcoming educational environment in higher education. The theoretical basis was constituted on a learning and aesthetics community in a dialogical perspective, based on a process of queer pedagogy. It is an action research study. The importance of the aesthetic dimension experienced in community for supporting the subjects was considered. An aesthetic education that considers singularities, the other, responsibility and a love ethic is defended.Este artigo discute relações de alteridade num grupo de acolhimento para pessoas LGBTI+ e queer, numa universidade do sul do Brasil, cujas ações partem de atividades estéticas a fim de compreender a contribuição desta dimensão na constituição de um ambiente de educação acolhedor no ensino superior. Fundamentamo-nos na constituição de uma comunidade de aprendizagem e na estética em perspectiva dialógica num processo de pedagogia queer. É uma pesquisa-ação de abordagem qualitativa. Consideramos a importância da dimensão estética vivida em comunidade para o acolhimento. Acenamos para uma educação estética que considere as singularidades, o outro, a responsabilidade e uma ética amorosa
A LEITURA LITERÁRIA NO CONTEXTO ESCOLAR: CAMINHOS DA SEMIÓTICA DISCURSIVA PARA A FORMAÇÃO DE LEITORES
Get PDFIn this work, we propose a didactic approach to literary reading through the lens of Discursive Semiotics (Greimas, 1981) for reader development. By viewing the reader-subject as constantly evolving, we suggest a model for organizing reading lessons where students act as meaning-makers. We draw on the theoretical-methodological frameworks of Cosson (2018), Barros (2005), and Silva (2017), acknowledging their relevance in Reader Formation processes. We present a suggestion for working with poem reading that emphasizes thematization and figurativization, aiming to contribute to discussions on the topic.Neste trabalho, propomos uma didática de leitura literária, pelo viés da abordagem da Semiótica Discursiva (Greimas, 1981) para a formação de leitores. Pela constituição do sujeito-leitor, em constante devir, sugerimos um modelo de organização da aula de leitura que o estudante assuma o papel de construtor de sentidos. Para tanto, recorremos aos pressupostos teóricos-metodológicos de Cosson (2018), Barros (2005) e Silva (2017) por considerarmos relevante sua atuação nos processos para a Formação de Leitores. Assim, apresentamos uma sugestão de trabalho com a leitura de poemas que prioriza procedimentos da tematização e da figurativização esperando contribuir para a discussão da temática
SEMIÓTICA, FENOMENOLOGIA E HIPERDIALÉTICA
Get PDFMerleau-Ponty's Phenomenology is usually the center around which semiotics gravitates regarding epistemological questions related to the sensitive dimension of signification in discourses, especially if we take as reference resonances of the founding text Structural Semantics. This article promotes a reflection on the relations between Semiotics and Phenomenology to explore the notion of "hyperdialectics", formulated by the French philosopher, and to put back into the theoretical scene the problem of the presence of the sensible dimension in discourses without abandoning the primacy of form over substance, that is, without having to renounce the rule of signification over meaning.A Fenomenologia de Merleau-Ponty costuma ser o centro ao redor do qual gravita a semiótica no que diz respeito às questões epistemológicas relacionadas à dimensão sensível da significação nos discursos, sobretudo se tomarmos como referência ressonâncias do texto fundador Semântica estrutural. Este artigo promove uma reflexão sobre relações entre Semiótica e Fenomenologia para explorar a noção de “hiperdialética”, formulada pelo filósofo francês, e recolocar na cena teórica o problema da presença da dimensão sensível nos discursos sem abandonar o primado da forma sobre a substância, ou seja, sem que se tenha de renunciar à regência da significação sobre o sentido
CAMINHAR COMO UMA PRÁTICA SEMIÓTICA: PRIMEIROS PASSOS
Get PDFVarious semioticians have looked at the question of practice in everyday life. Even without naming names, one possible issue they have addressed is that of walking. The aim of this paper is therefore to think about the concept of walking as a semiotic practice. To this purpose, this work is divided into three sections: one on the different conceptions of space in semiotics; another on the notion of walking; and a third on the methodological issues to be addressed. In this way, we hope to propose initial lines for the debate on a methodology for analysing city space through semiotics.Diversos semioticistas se debruçaram sobre a questão da prática no cotidiano. Mesmo sem citar nominalmente, uma possível questão que eles abordam é a do caminhar. O objetivo deste trabalho é, assim, pensar no conceito de caminhar enquanto uma prática semiótica. Para isso, este trabalho está dividido em três seções: uma referente às diferentes concepções de espaço na semiótica; outra a respeito da noção do caminhar; e uma terceira com questões metodológicas a serem enfrentadas. Esperamos assim propor linhas iniciais para o debate sobre uma metodologia para a análise do espaço da cidade por meio da semiótica
AUTORRETRATO DE UMA MÃE NEGRA: QUARTO DE DESPEJO DE CAROLINA MARIA DE JESUS
Get PDFThis article analyzes Quarto de Despejo (1960) by Carolina Maria de Jesus, highlighting the clash between Afro-descendant and modern perspectives, associated with the abebé and the showcase, respectively. Motherhood plays a central role in the narrative, revealing how the structural racism of modernity perpetuates traces of slavery, such as the constant threat of poor Black mothers losing their children. Through her writing, Carolina constructs a critical, creative, and emancipatory reading of Brazil in the context of the intense modernization of the 1950s, connected to the care of Afro-descendant memory and the struggle for freedom, and racial and social justice.Este artigo analisa Quarto de Despejo (1960) de Carolina Maria de Jesus, destacando o embate entre uma perspectiva afrodescendente e uma perspectiva moderna, aqui relacionadas respectivamente ao abebé e à vitrine. A maternidade ocupa um papel central na narrativa, evidenciando como o racismo estruturante do moderno perpetua traços da escravidão, tais como a ameaça constante de mães negras pobres perderem seus filhos. Carolina constrói na sua escrita uma leitura crítica, criativa e emancipatória do Brasil no contexto da intensa modernização dos anos 1950, conectada ao cuidado da memória afrodescendente e à luta por liberdade, justiça racial e social
Permanências e mudanças na Educação Rural e na Educação do Campo no município de Salto do Lontra entre os anos de 1998 a 2022
Get PDFABSTRACT. This article is an excerpt from a Master's research in Education that aimed to analyze the permanence and changes in Rural Education and Field Education in the county of Salto do Lontra/PR between 1998 to 2022.For the development of the work, a qualitative research was carried out, with bibliographic readings to understand the historical characteristics of Rural Education and Field Education, as well as the relationship between the nucleation process of schools and the emptying of the field. In addition, the documents of the closure and nucleation process of rural schools were analyzed, especially between the 1980s and 1990s, the Municipal Education Plans of 2007 and 2015, the Pedagogical Political Projects of the eight public field schools that served students in 2022 and semi-structured interviews with the pedagogical teams of the public primary and secondaryfield schools were developed. It was found with the research that in Salto do Lontra there is both the presence of rural schools and field schools and, therefore, there is a dialectical relationship between the permanence of Rural Education and the changes in Field Education, because the historical movement that involves them intertwines.This article is an excerpt from a Master's research in Education that aimed to analyze the permanence and changes in Rural Education and Field Education in the county of Salto do Lontra/PR between 1998 to 2022. For the development of the work, a qualitative research was carried out, with bibliographic readings to understand the historical characteristics of Rural Education and Field Education, as well as the relationship between the nucleation process of schools and the emptying of the field. In addition, the documents of the closure and nucleation process of rural schools were analyzed, especially between the 1980s and 1990s, the Municipal Education Plans of 2007 and 2015, the Pedagogical Political Projects of the eight public field schools that served students in 2022 and semi-structured interviews with the pedagogical teams of the public primary and secondaryfield schools were developed. It was found with the research that in Salto do Lontra there is both the presence of rural schools and field schools and, therefore, there is a dialectical relationship between the permanence of Rural Education and the changes in Field Education, because the historical movement that involves them intertwines.RESUMEN. Este artículo es parte de una investigación de una Maestría en Educación cuyo objetivo general fue analizar las permanencias y cambios en la Educación Rural y en la Educación del Campo en el municipio de Salto do Lontra/PR entre los años 1998 - 2022. La investigación es de enfoque cualitativo y lecturas bibliográficas para comprender las características históricas de la Educación y del proceso de nucleación de las escuelas y el vaciamiento del campo. Se analizaron los documentos del proceso de cierre y nucleación de las escuelas rurales entre las décadas de 1980 y 1990, los Planes Municipales de Educación de 2007 y 2015, Proyectos Políticos Pedagógicos de las ocho escuelas públicas del campo que atendían a los estudiantes en 2022 y se desarrollaron entrevistas semiestructuradas con los equipos pedagógicos de las escuelas públicas primarias y secundarias del campo. Se verificó con la investigación que en Salto do Lontra hay tanto la presencia de escuelas rurales como de escuelas del campo, por lo tanto, hay una relación dialéctica entre las permanencias de la Educación Rural y los cambios de la Educación del Campo, porque el movimiento histórico que los envuelven están entrelazados.ABSTRACT. This article is an excerpt from a Master's research in Education that aimed to analyze the permanence and changes in Rural Education and Field Education in the county of Salto do Lontra/PR between 1998 to 2022.For the development of the work, a qualitative research was carried out, with bibliographic readings to understand the historical characteristics of Rural Education and Field Education, as well as the relationship between the nucleation process of schools and the emptying of the field. In addition, the documents of the closure and nucleation process of rural schools were analyzed, especially between the 1980s and 1990s, the Municipal Education Plans of 2007 and 2015, the Pedagogical Political Projects of the eight public field schools that served students in 2022 and semi-structured interviews with the pedagogical teams of the public primary and secondaryfield schools were developed. It was found with the research that in Salto do Lontra there is both the presence of rural schools and field schools and, therefore, there is a dialectical relationship between the permanence of Rural Education and the changes in Field Education, because the historical movement that involves them intertwines.Este artigo é um recorte de uma investigação de Mestrado em Educação que teve como objetivo geral analisar as permanências e mudanças na Educação Rural e na Educação do Campo no município de Salto do Lontra/PR entre os anos de 1998 a 2022. Para o desenvolvimento do trabalho foi realizada uma pesquisa de abordagem qualitativa, sendo realizadas leituras bibliográficas para compreender as características históricas da Educação Rural e da Educação do Campo, como também, a relação existente entre o processo de nucleação das escolas e o esvaziamento do campo. Além disso, analisaram-se os documentos do processo de fechamento e nucleação das escolas rurais, especialmente entre as décadas de 1980 e 1990, os Planos Municipais de Educação de 2007 e 2015, os Projetos Políticos Pedagógicos das oito escolas públicas do campo que atendiam aos estudantes em 2022 e desenvolvidas entrevistas semiestruturadas com as equipes pedagógicas das escolas públicas do campo municipais e estaduais. Constatou-se com a pesquisa que em Salto do Lontra existe tanto a presença das escolas rurais quanto das escolas do campo havendo, portanto, uma relação dialética entre as permanências da Educação Rural e as mudanças da Educação do Campo, pois, o movimento histórico que as envolvem se entrelaçam.
Palavras-chave: educação, educação rural, educação do campo, alto do Lontra.
Permanences and changes in Rural Education and Field Education in the county of Salto do Lontra between 1998 to 2022
ABSTRACT. This article is an excerpt from a Master's research in Education that aimed to analyze the permanence and changes in Rural Education and Field Education in the county of Salto do Lontra/PR between 1998 to 2022.For the development of the work, a qualitative research was carried out, with bibliographic readings to understand the historical characteristics of Rural Education and Field Education, as well as the relationship between the nucleation process of schools and the emptying of the field. In addition, the documents of the closure and nucleation process of rural schools were analyzed, especially between the 1980s and 1990s, the Municipal Education Plans of 2007 and 2015, the Pedagogical Political Projects of the eight public field schools that served students in 2022 and semi-structured interviews with the pedagogical teams of the public primary and secondaryfield schools were developed. It was found with the research that in Salto do Lontra there is both the presence of rural schools and field schools and, therefore, there is a dialectical relationship between the permanence of Rural Education and the changes in Field Education, because the historical movement that involves them intertwines.
Keywords: education, rural education, rural education, Salto do Lontra.
Permanencias y cambios en la Educación Rural y Educación del Campo en el municipio de Salto do Lontra entre los años 1998 a 2022
RESUMEN. Este artículo es parte de una investigación de una Maestría en Educación cuyo objetivo general fue analizar las permanencias y cambios en la Educación Rural y en la Educación del Campo en el municipio de Salto do Lontra/PR entre los años 1998 - 2022. La investigación es de enfoque cualitativo y lecturas bibliográficas para comprender las características históricas de la Educación y del proceso de nucleación de las escuelas y el vaciamiento del campo. Se analizaron los documentos del proceso de cierre y nucleación de las escuelas rurales entre las décadas de 1980 y 1990, los Planes Municipales de Educación de 2007 y 2015, Proyectos Políticos Pedagógicos de las ocho escuelas públicas del campo que atendían a los estudiantes en 2022 y se desarrollaron entrevistas semiestructuradas con los equipos pedagógicos de las escuelas públicas primarias y secundarias del campo. Se verificó con la investigación que en Salto do Lontra hay tanto la presencia de escuelas rurales como de escuelas del campo, por lo tanto, hay una relación dialéctica entre las permanencias de la Educación Rural y los cambios de la Educación del Campo, porque el movimiento histórico que los envuelven están entrelazados.
Palabras clave: educación, educación rural, educación del campo, Salto do Lontra
Educação e Extensão Rural: correlações sobre o planejamento didático e colaborativo das atividades de Ater
Get PDFABSTRACT. This article discusses the planning process for the multiple pedagogical activities organized and carried out by the public service of Rural Technical Assistance and Extension (Ater) together with the people who live, work and produce in Brazilian rural territories, seeking to revisit the literature that correlates Rural Extension actions with the field of Education. To this end, it seeks to outline parallels between the teaching-learning processes present in the relationships between teachers and students, with the personal, professional and institutional interactions between extension workers and farmers. It points to the converging points that permeate the structural elements of the didactic organization of a class planned by education professionals, and the diverse Ater actions that are planned by rural extension workers.ABSTRACT. This article discusses the planning process for the multiple pedagogical activities organized and carried out by the public service of Rural Technical Assistance and Extension (Ater) together with the people who live, work and produce in Brazilian rural territories, seeking to revisit the literature that correlates Rural Extension actions with the field of Education. To this end, it seeks to outline parallels between the teaching-learning processes present in the relationships between teachers and students, with the personal, professional and institutional interactions between extension workers and farmers. It points to the converging points that permeate the structural elements of the didactic organization of a class planned by education professionals, and the diverse Ater actions that are planned by rural extension workers.RESUMEN. Este artículo analiza el proceso de planificación de las múltiples actividades pedagógicas organizadas y realizadas por el servicio público de Asistencia Técnica y Extensión Rural (Ater) junto a las personas que viven, trabajan y producen en los territorios rurales brasileños, buscando revisar la literatura que correlaciona las acciones de Extensión Rural con el campo de la Educación. Para ello, se busca delinear paralelismos entre los procesos de enseñanza-aprendizaje presentes en las relaciones entre profesores y alumnos, con las interacciones personales, profesionales e institucionales entre extensionistas y agricultores. Se señalan los puntos convergentes que permean los elementos estructurantes de la organización didáctica de una clase planificada por los profesionales de la educación, y las diversas acciones de Ater planificadas por los extensionistas rurales.ABSTRACT. This article discusses the planning process for the multiple pedagogical activities organized and carried out by the public service of Rural Technical Assistance and Extension (Ater) together with the people who live, work and produce in Brazilian rural territories, seeking to revisit the literature that correlates Rural Extension actions with the field of Education. To this end, it seeks to outline parallels between the teaching-learning processes present in the relationships between teachers and students, with the personal, professional and institutional interactions between extension workers and farmers. It points to the converging points that permeate the structural elements of the didactic organization of a class planned by education professionals, and the diverse Ater actions that are planned by rural extension workers.O presente artigo discorre sobre o processo de planejamento das múltiplas atividades pedagógicas que são organizadas e realizadas pelo serviço público de Assistência Técnica e Extensão Rural (Ater) junto às pessoas que vivem, trabalham e produzem nos territórios rurais brasileiros, buscando revisitar a literatura que correlaciona às ações de Extensão Rural com o campo da Educação. Para isso, procura-se delinear paralelos entre os processos de ensino-aprendizagem presentes nas relações entre professores e alunos, com as interações pessoais, profissionais e institucionais entre extensionistas e agricultores. Aponta-se para os pontos convergentes que permeiam os elementos estruturantes da organização didática de uma aula planejada pelos profissionais da educação, e as diversas ações de Ater que são planificadas pelos extensionistas rurais.
Palavras-chave: educação, extensão rural, planejamento didático.
Education and Rural Extension: Correlations on the didactic and collaborative planning of Ater activities
ABSTRACT. This article discusses the planning process for the multiple pedagogical activities organized and carried out by the public service of Rural Technical Assistance and Extension (Ater) together with the people who live, work and produce in Brazilian rural territories, seeking to revisit the literature that correlates Rural Extension actions with the field of Education. To this end, it seeks to outline parallels between the teaching-learning processes present in the relationships between teachers and students, with the personal, professional and institutional interactions between extension workers and farmers. It points to the converging points that permeate the structural elements of the didactic organization of a class planned by education professionals, and the diverse Ater actions that are planned by rural extension workers.
Keywords: education, rural extension, didactic planning.
Educación y Extensión Rural: correlaciones sobre la planificación didáctica y colaborativa de las actividades de Ater
RESUMEN. Este artículo analiza el proceso de planificación de las múltiples actividades pedagógicas organizadas y realizadas por el servicio público de Asistencia Técnica y Extensión Rural (Ater) junto a las personas que viven, trabajan y producen en los territorios rurales brasileños, buscando revisar la literatura que correlaciona las acciones de Extensión Rural con el campo de la Educación. Para ello, se busca delinear paralelismos entre los procesos de enseñanza-aprendizaje presentes en las relaciones entre profesores y alumnos, con las interacciones personales, profesionales e institucionales entre extensionistas y agricultores. Se señalan los puntos convergentes que permean los elementos estructurantes de la organización didáctica de una clase planificada por los profesionales de la educación, y las diversas acciones de Ater planificadas por los extensionistas rurales.
Palabras clave: educación, extensión rural, planificación didáctica
Os desafios da Educação do Campo na pandemia: o caso do curso de Educação do Campo da Unipampa - Campus Dom Pedrito/RS
Get PDFABSTRACT: This article, in addition to presenting the context in which Unipampa's Countryside Education course has been consolidating itself, aims to address the strategies of the Countryside Education course in confronting the pandemic. To this end, a broad consultation was carried out with students to develop these strategies. A questionnaire was developed using an online form, consisting of multiple choice questions, with socioeconomic and psychosocial dimensions, information about Covid-19 and digital technologies, the impacts of the virus on school and study conditions. The application provided an active search for all students, through social networks, in order to access our entire audience. Based on this understanding, it was possible to identify situations of multiple vulnerabilities prevalent among students on the course and, concomitantly, plan actions capable of enabling the continuity of studies, given the precariousness of education and access conditions for students, under this new pandemic perspective. Although the course's efforts to adapt pedagogical actions have minimized the negative effects of imposing the remote-emergency model, we noted the complexity of implementing the actions developed, at the same time that we were able to maintain resistance articulations of Rural Education and revive hopes.ABSTRACT: This article, in addition to presenting the context in which Unipampa's Countryside Education course has been consolidating itself, aims to address the strategies of the Countryside Education course in confronting the pandemic. To this end, a broad consultation was carried out with students to develop these strategies. A questionnaire was developed using an online form, consisting of multiple choice questions, with socioeconomic and psychosocial dimensions, information about Covid-19 and digital technologies, the impacts of the virus on school and study conditions. The application provided an active search for all students, through social networks, in order to access our entire audience. Based on this understanding, it was possible to identify situations of multiple vulnerabilities prevalent among students on the course and, concomitantly, plan actions capable of enabling the continuity of studies, given the precariousness of education and access conditions for students, under this new pandemic perspective. Although the course's efforts to adapt pedagogical actions have minimized the negative effects of imposing the remote-emergency model, we noted the complexity of implementing the actions developed, at the same time that we were able to maintain resistance articulations of Rural Education and revive hopes.RESUMEN: Este artículo, además de presentar el contexto en el que se viene consolidando la carrera de Educación en el Campo de Unipampa, tiene como objetivo abordar las estrategias de la carrera de Educación en el Campo en el enfrentamiento a la pandemia. Para ello se realizó una amplia consulta con los estudiantes para desarrollar estas estrategias. Se desarrolló un cuestionario mediante un formulario en línea, compuesto por preguntas de opción múltiple, con dimensiones socioeconómicas y psicosociales, información sobre el Covid-19 y las tecnologías digitales, los impactos del virus en las condiciones escolares y de estudio. La aplicación proporcionó una búsqueda activa de todos los estudiantes, a través de las redes sociales, para poder acceder a toda nuestra audiencia. A partir de este entendimiento, fue posible identificar situaciones de múltiples vulnerabilidades prevalecientes entre los estudiantes del curso y, concomitantemente, planificar acciones capaces de posibilitar la continuidad de los estudios, dada la precariedad de la educación y las condiciones de acceso de los estudiantes, bajo esta nueva perspectiva de pandemia. Si bien los esfuerzos del curso por adaptar las acciones pedagógicas han minimizado los efectos negativos de imponer el modelo de emergencia remota, notamos la complejidad de implementar las acciones desarrolladas, al mismo tiempo que pudimos mantener las articulaciones de resistencia de la Educación Rural y reavivar esperanzas.ABSTRACT: This article, in addition to presenting the context in which Unipampa's Countryside Education course has been consolidating itself, aims to address the strategies of the Countryside Education course in confronting the pandemic. To this end, a broad consultation was carried out with students to develop these strategies. A questionnaire was developed using an online form, consisting of multiple choice questions, with socioeconomic and psychosocial dimensions, information about Covid-19 and digital technologies, the impacts of the virus on school and study conditions. The application provided an active search for all students, through social networks, in order to access our entire audience. Based on this understanding, it was possible to identify situations of multiple vulnerabilities prevalent among students on the course and, concomitantly, plan actions capable of enabling the continuity of studies, given the precariousness of education and access conditions for students, under this new pandemic perspective. Although the course's efforts to adapt pedagogical actions have minimized the negative effects of imposing the remote-emergency model, we noted the complexity of implementing the actions developed, at the same time that we were able to maintain resistance articulations of Rural Education and revive hopes.Este artigo, além de apresentar o contexto no qual o curso de Educação do Campo da Unipampa vem se consolidando, tem como objetivo abordar as estratégias do curso de Educação do Campo no enfrentamento da pandemia. Para tanto, foi realizada uma ampla consulta aos discentes para a elaboração destas estratégias. Foi desenvolvido um questionário a partir de um formulário online, composto por questões de múltipla escolha, com dimensões socioeconômica, psicossocial, informações sobre o Covid-19 e as tecnologias digitais, os impactos do vírus na escola e as condições de estudo. A aplicação previu uma busca ativa a todos discentes, por meio das redes sociais, a fim de acessar todo nosso público. A partir dessa compreensão, foi possível identificar situações de vulnerabilidades múltiplas predominantes entre estudantes do curso e, concomitantemente, planejar ações capazes de possibilitar a continuidade dos estudos, dadas a precarização da educação e das condições de acesso das estudantes, sob essa nova perspectiva pandêmica. Apesar dos esforços do curso de adequar as ações pedagógicas ter minimizado os efeitos negativos da imposição do modelo remoto-emergencial, constatamos a complexidade da implementação das ações desenvolvidas, ao mesmo tempo em que conseguimos manter articulações de resistência da Educação do Campo e reavivar esperanças.
Palavras-chave: educação do campo, pandemia, Unipampa, modelo remoto-emergencial, re(existência).
The challenges of Rural Education during the pandemic: the case of the Unipampa Rural Education course - Campus Dom Pedrito/RS
ABSTRACT: This article, in addition to presenting the context in which Unipampa's Countryside Education course has been consolidating itself, aims to address the strategies of the Countryside Education course in confronting the pandemic. To this end, a broad consultation was carried out with students to develop these strategies. A questionnaire was developed using an online form, consisting of multiple choice questions, with socioeconomic and psychosocial dimensions, information about Covid-19 and digital technologies, the impacts of the virus on school and study conditions. The application provided an active search for all students, through social networks, in order to access our entire audience. Based on this understanding, it was possible to identify situations of multiple vulnerabilities prevalent among students on the course and, concomitantly, plan actions capable of enabling the continuity of studies, given the precariousness of education and access conditions for students, under this new pandemic perspective. Although the course's efforts to adapt pedagogical actions have minimized the negative effects of imposing the remote-emergency model, we noted the complexity of implementing the actions developed, at the same time that we were able to maintain resistance articulations of Rural Education and revive hopes.
Keywords: rural education, pandemic, Unipampa, emergency remote model, re(existence).
Los desafíos de la Educación Rural durante la pandemia: el caso del curso de Educación Rural de Unipampa - Campus Dom Pedrito/RS
RESUMEN: Este artículo, además de presentar el contexto en el que se viene consolidando la carrera de Educación en el Campo de Unipampa, tiene como objetivo abordar las estrategias de la carrera de Educación en el Campo en el enfrentamiento a la pandemia. Para ello se realizó una amplia consulta con los estudiantes para desarrollar estas estrategias. Se desarrolló un cuestionario mediante un formulario en línea, compuesto por preguntas de opción múltiple, con dimensiones socioeconómicas y psicosociales, información sobre el Covid-19 y las tecnologías digitales, los impactos del virus en las condiciones escolares y de estudio. La aplicación proporcionó una búsqueda activa de todos los estudiantes, a través de las redes sociales, para poder acceder a toda nuestra audiencia. A partir de este entendimiento, fue posible identificar situaciones de múltiples vulnerabilidades prevalecientes entre los estudiantes del curso y, concomitantemente, planificar acciones capaces de posibilitar la continuidad de los estudios, dada la precariedad de la educación y las condiciones de acceso de los estudiantes, bajo esta nueva perspectiva de pandemia. Si bien los esfuerzos del curso por adaptar las acciones pedagógicas han minimizado los efectos negativos de imponer el modelo de emergencia remota, notamos la complejidad de implementar las acciones desarrolladas, al mismo tiempo que pudimos mantener las articulaciones de resistencia de la Educación Rural y reavivar esperanzas.
Palabras clave: educación de campo, pandemia, Unipampa, modelo remoto de emergencia, (re)existencia
Condições de trabalho docente na Licenciatura em Educação do Campo (LEdoC) do estado do Amapá (2014-2020)
Get PDFABSTRACT. This article analyzes the working conditions of teachers in the Degree in Rural Education (LEdoC) at Campus Mazagão at the Federal University of Amapá (Unifap). Our study is scoped to the period since the implementation of this LEdoC, in 2014, until the moment of suspension of its face-to-face activities, in early 2020. The research problem is: what were the teaching working conditions at LEdoC, during its first years of existence? The examination of these conditions took place through oral history interviews and documentary research. The results show that the State, when executing educational policies for the LEdoC, did not guarantee a minimum structure to the Campus Mazagão and, as a result, the teaching work carried out there was precarious and intensified.ABSTRACT. This article analyzes the working conditions of teachers in the Degree in Rural Education (LEdoC) at Campus Mazagão at the Federal University of Amapá (Unifap). Our study is scoped to the period since the implementation of this LEdoC, in 2014, until the moment of suspension of its face-to-face activities, in early 2020. The research problem is: what were the teaching working conditions at LEdoC, during its first years of existence? The examination of these conditions took place through oral history interviews and documentary research. The results show that the State, when executing educational policies for the LEdoC, did not guarantee a minimum structure to the Campus Mazagão and, as a result, the teaching work carried out there was precarious and intensified.
Keywords: teaching work, working conditions, rural education, Ledoc.
RESUMEN. Este artículo analiza las condiciones de trabajo de los docentes de la Licenciatura en Educación Rural (LEdoC) del Campus Mazagão de la Universidad Federal de Amapá (Unifap). Nuestro estudio se enmarca en el período desde la implementación de esta LEdoC, en 2014, hasta el momento de suspensión de sus actividades presenciales, a principios de 2020. El problema de investigación es el siguiente: ¿cuáles eran las condiciones de trabajo docente en la LEdoC, durante sus primeros años de existencia? El examen de estas condiciones se llevó a cabo a través de entrevistas de historia oral e investigación documental. Los resultados muestran que el Estado, al ejecutar las políticas educativas para la LEdoC, no garantizó una estructura mínima al Campus Mazagão y, en consecuencia, la labor docente allí desarrollada fue precaria e intensificada.
Palabras clave: trabajo docente, condiciones de trabajo, educación rural, LEdoC.
ABSTRACT. This article analyzes the working conditions of teachers in the Degree in Rural Education (LEdoC) at Campus Mazagão at the Federal University of Amapá (Unifap). Our study is scoped to the period since the implementation of this LEdoC, in 2014, until the moment of suspension of its face-to-face activities, in early 2020. The research problem is: what were the teaching working conditions at LEdoC, during its first years of existence? The examination of these conditions took place through oral history interviews and documentary research. The results show that the State, when executing educational policies for the LEdoC, did not guarantee a minimum structure to the Campus Mazagão and, as a result, the teaching work carried out there was precarious and intensified.Este artigo analisa as condições de trabalho docente na Licenciatura em Educação do Campo (LEdoC) do Campus Mazagão da Universidade Federal do Amapá (Unifap). Nosso estudo aborda o período vai desde a implantação dessa LEdoC, em 2014, até o momento da suspensão de suas atividades presenciais, no início de 2020. O problema de investigação é o seguinte: quais eram as condições de trabalho docente na LEdoC durante seus primeiros anos de existência? O exame das referidas condições se deu por meio de entrevistas de história oral e de pesquisa documental. Os resultados evidenciam que o Estado, ao executar políticas educacionais para a LEdoC, não garantiu uma estrutura mínima ao Campus Mazagão e, em decorrência disso, o trabalho docente aí realizado foi precarizado e intensificado.
Palavras-chave: trabalho docente, condições de trabalho, educação do campo, Ledoc.
Working conditions teaching in the Degree in Rural Education (LEdoC) in the state of Amapá (2014-2020)
ABSTRACT. This article analyzes the working conditions of teachers in the Degree in Rural Education (LEdoC) at Campus Mazagão at the Federal University of Amapá (Unifap). Our study is scoped to the period since the implementation of this LEdoC, in 2014, until the moment of suspension of its face-to-face activities, in early 2020. The research problem is: what were the teaching working conditions at LEdoC, during its first years of existence? The examination of these conditions took place through oral history interviews and documentary research. The results show that the State, when executing educational policies for the LEdoC, did not guarantee a minimum structure to the Campus Mazagão and, as a result, the teaching work carried out there was precarious and intensified.
Keywords: teaching work, working conditions, rural education, Ledoc.
Condiciones laborales docencia en la Licenciatura en Educación Rural (LEdoC) en el estado de Amapá (2014-2020)
RESUMEN. Este artículo analiza las condiciones de trabajo de los docentes de la Licenciatura en Educación Rural (LEdoC) del Campus Mazagão de la Universidad Federal de Amapá (Unifap). Nuestro estudio se enmarca en el período desde la implementación de esta LEdoC, en 2014, hasta el momento de suspensión de sus actividades presenciales, a principios de 2020. El problema de investigación es el siguiente: ¿cuáles eran las condiciones de trabajo docente en la LEdoC, durante sus primeros años de existencia? El examen de estas condiciones se llevó a cabo a través de entrevistas de historia oral e investigación documental. Los resultados muestran que el Estado, al ejecutar las políticas educativas para la LEdoC, no garantizó una estructura mínima al Campus Mazagão y, en consecuencia, la labor docente allí desarrollada fue precaria e intensificada.
Palabras clave: trabajo docente, condiciones de trabajo, educación rural, LEdoC