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A construção da política de Educação no Campo no Estado do Paraná: análise a partir dos documentos
Get PDFABSTRACT. In this study we aim to address the standardization of the Rural Education (EdC) policy in the State of Paraná. To this end we developed bibliographic and documentary research limited to the descriptors “Rural Education”, “Rural Schools” and “State of Paraná”. We problematize the effects of the standardization by the State of Paraná considering its historical constitution with the Landless Workers Movement (MST) and the closure of the EdC. Among the results we highlight that the Statistical Synopses of Inep prove that the number of enrollments, teaching positions and educational establishments in the EdC decreased significantly between 2010 and 2022. We problematize, in our final considerations, that policies such as the implementation of EJA and school transportation programs do not guarantee the right of access to school education for the people of the countryside, waters and forests. Finally, we highlight that the regulation of the EoC does not guarantee the existence of these schools, which imposes the need to fight for the maintenance and quality of the Rural Schools, especially by members of social movements in Paraná.ABSTRACT. In this study we aim to address the standardization of the Rural Education (EdC) policy in the State of Paraná. To this end we developed bibliographic and documentary research limited to the descriptors “Rural Education”, “Rural Schools” and “State of Paraná”. We problematize the effects of the standardization by the State of Paraná considering its historical constitution with the Landless Workers Movement (MST) and the closure of the EdC. Among the results we highlight that the Statistical Synopses of Inep prove that the number of enrollments, teaching positions and educational establishments in the EdC decreased significantly between 2010 and 2022. We problematize, in our final considerations, that policies such as the implementation of EJA and school transportation programs do not guarantee the right of access to school education for the people of the countryside, waters and forests. Finally, we highlight that the regulation of the EoC does not guarantee the existence of these schools, which imposes the need to fight for the maintenance and quality of the Rural Schools, especially by members of social movements in Paraná.RESUMEN. En este estudio pretendemos abordar la normalización de la política de Educación Rural (EdC) en el Estado de Paraná. Para ello desarrollamos una investigación bibliográfica y documental limitada a los descriptores “Educação do Campo”, “Escolas do Campo” y “estado de Paraná”. Problematizamos los efectos de la regulación del Estado de Paraná en consideración de su constitución histórica junto al Movimiento de los Trabajadores Sin Tierra (MST) y el cierre de la EdC. Entre los resultados, destacamos que las Sinopsis Estadísticas del Inep demuestran que el número de matrículas, plazas docentes y establecimientos educativos en la EdC disminuyeron significativamente entre los años 2010 y 2022. Problematizamos, en nuestras consideraciones finales, que políticas como la implementación de la EJA y los programas de transporte escolar no garantizan el derecho de acceso a la educación escolar a las personas que viven en el campo, las aguas y los bosques. Finalmente, demostramos que la estandarización de la EdC no garantiza la existencia de estas escuelas, lo que impone la necesidad de luchar por el mantenimiento y la calidad de las Escuelas Rurales, especialmente por parte de miembros de los movimientos sociales en Paraná.ABSTRACT. In this study we aim to address the standardization of the Rural Education (EdC) policy in the State of Paraná. To this end we developed bibliographic and documentary research limited to the descriptors “Rural Education”, “Rural Schools” and “State of Paraná”. We problematize the effects of the standardization by the State of Paraná considering its historical constitution with the Landless Workers Movement (MST) and the closure of the EdC. Among the results we highlight that the Statistical Synopses of Inep prove that the number of enrollments, teaching positions and educational establishments in the EdC decreased significantly between 2010 and 2022. We problematize, in our final considerations, that policies such as the implementation of EJA and school transportation programs do not guarantee the right of access to school education for the people of the countryside, waters and forests. Finally, we highlight that the regulation of the EoC does not guarantee the existence of these schools, which imposes the need to fight for the maintenance and quality of the Rural Schools, especially by members of social movements in Paraná.Neste estudo temos como objetivo abordar a normatização da política de Educação do Campo (EdC) no estado do Paraná. Para isso desenvolvemos uma pesquisa bibliográfica e documental delimitada aos descritores “Educação do Campo”, “Escolas do Campo” e “estado do Paraná”. Problematizamos os efeitos da normatização pelo estado do Paraná em consideração à sua constituição histórica junto ao Movimento dos Trabalhadores Sem Terra (MST) e ao fechamento das EdCs. Dentre os resultados, destacamos que as Sinopses Estatísticas do Inep comprovam que o número de matrículas, de funções docentes e de estabelecimentos de ensino na EdC diminuiu significativamente entre os anos de 2010 e 2022. Em nossas considerações finais problematizamos que políticas como a implantação de programas de Educação de Jovens e Adultos (EJA) e de transporte escolar não garantem o direito de acesso à educação escolar para os povos do campo, das águas e das florestas. Por fim evidenciamos que a normatização das EdCs não garante a existência dessas escolas, o que impõe a necessidade de luta pela manutenção e pela qualidade das Escolas do Campo, especialmente pelos integrantes de movimentos sociais no Paraná.
Palavras-chave: construção da política, educação no campo, fechamento de escolas do campo no Paraná.
The construction of Rural Education policy in the State of Paraná: analysis based on documents
ABSTRACT. In this study we aim to address the standardization of the Rural Education (EdC) policy in the State of Paraná. To this end we developed bibliographic and documentary research limited to the descriptors “Rural Education”, “Rural Schools” and “State of Paraná”. We problematize the effects of the standardization by the State of Paraná considering its historical constitution with the Landless Workers Movement (MST) and the closure of the EdC. Among the results we highlight that the Statistical Synopses of Inep prove that the number of enrollments, teaching positions and educational establishments in the EdC decreased significantly between 2010 and 2022. We problematize, in our final considerations, that policies such as the implementation of EJA and school transportation programs do not guarantee the right of access to school education for the people of the countryside, waters and forests. Finally, we highlight that the regulation of the EoC does not guarantee the existence of these schools, which imposes the need to fight for the maintenance and quality of the Rural Schools, especially by members of social movements in Paraná.
Keywords: construction of policy, rural education, closure of rural schools in Paraná.
La construcción de la política de Educación de Campo en el estado de Paraná: análisis de documentos
RESUMEN. En este estudio pretendemos abordar la normalización de la política de Educación Rural (EdC) en el Estado de Paraná. Para ello desarrollamos una investigación bibliográfica y documental limitada a los descriptores “Educação do Campo”, “Escolas do Campo” y “estado de Paraná”. Problematizamos los efectos de la regulación del Estado de Paraná en consideración de su constitución histórica junto al Movimiento de los Trabajadores Sin Tierra (MST) y el cierre de la EdC. Entre los resultados, destacamos que las Sinopsis Estadísticas del Inep demuestran que el número de matrículas, plazas docentes y establecimientos educativos en la EdC disminuyeron significativamente entre los años 2010 y 2022. Problematizamos, en nuestras consideraciones finales, que políticas como la implementación de la EJA y los programas de transporte escolar no garantizan el derecho de acceso a la educación escolar a las personas que viven en el campo, las aguas y los bosques. Finalmente, demostramos que la estandarización de la EdC no garantiza la existencia de estas escuelas, lo que impone la necesidad de luchar por el mantenimiento y la calidad de las Escuelas Rurales, especialmente por parte de miembros de los movimientos sociales en Paraná.
Palabras clave: construcción de política, educación rural, cierre de escuelas rurales en Paraná
A criança vai à escola do campo: discussões sobre legislação da educação infantil no e do campo
Get PDFABSTRACT. The object of this research is Early Childhood Education in and from the countryside. We analyzed the conditions of access to early childhood education for rural children in accordance with Brazilian legislation. We used qualitative research with a theoretical basis based on bibliographical research with authors who deal with the subject, as well as the official legislation that supports the subject in question. Initially, we highlighted early childhood education in rural areas as a right for children. The aim of the study is based on understanding the legal changes and how these directly affect children's lives at school (inside and outside). We found that with the changes in educational legislation for children under the age of four, there was a need for investment by the same regulatory body to meet the particular needs of the target audience, focusing mainly on those living in the most remote areas in the interior of the country. In this sense, we understand Early Childhood Education as a right for all children. Finally, we analyze the legal means by which government actions are developed with the prerogative of safeguarding educational rights, as well as promoting improvements in the field.ABSTRACT. The object of this research is Early Childhood Education in and from the countryside. We analyzed the conditions of access to early childhood education for rural children in accordance with Brazilian legislation. We used qualitative research with a theoretical basis based on bibliographical research with authors who deal with the subject, as well as the official legislation that supports the subject in question. Initially, we highlighted early childhood education in rural areas as a right for children. The aim of the study is based on understanding the legal changes and how these directly affect children's lives at school (inside and outside). We found that with the changes in educational legislation for children under the age of four, there was a need for investment by the same regulatory body to meet the particular needs of the target audience, focusing mainly on those living in the most remote areas in the interior of the country. In this sense, we understand Early Childhood Education as a right for all children. Finally, we analyze the legal means by which government actions are developed with the prerogative of safeguarding educational rights, as well as promoting improvements in the field.RESUMEN. El objeto de este estudio es la educación infantil en y desde el campo. Analizamos las condiciones de acceso de los niños rurales a la educación infantil de acuerdo con la legislación brasileña. Utilizamos una investigación cualitativa con una base teórica fundamentada en la investigación bibliográfica con autores que tratan el tema, así como en la legislación oficial que respalda la cuestión en cuestión. Inicialmente, hicimos hincapié en la educación de la primera infancia en las zonas rurales como un derecho de los niños. El objetivo del estudio se basa en comprender los cambios legales y cómo éstos afectan directamente a la vida de los niños en la escuela (dentro y fuera de ella). Encontramos que con los cambios en la legislación educativa para niños menores de cuatro años, surgió la necesidad de inversión por parte del mismo ente regulador para atender las necesidades particulares del público objetivo, centrándose principalmente en aquellos que viven en las zonas más remotas del interior del país. En este sentido, entendemos la Educación Infantil como un derecho de todos los niños. Finalmente, analizamos los medios legales a través de los cuales se desarrollan las acciones gubernamentales con la prerrogativa de salvaguardar los derechos educativos, así como promover mejoras en la materia. ABSTRACT. The object of this research is Early Childhood Education in and from the countryside. We analyzed the conditions of access to early childhood education for rural children in accordance with Brazilian legislation. We used qualitative research with a theoretical basis based on bibliographical research with authors who deal with the subject, as well as the official legislation that supports the subject in question. Initially, we highlighted early childhood education in rural areas as a right for children. The aim of the study is based on understanding the legal changes and how these directly affect children's lives at school (inside and outside). We found that with the changes in educational legislation for children under the age of four, there was a need for investment by the same regulatory body to meet the particular needs of the target audience, focusing mainly on those living in the most remote areas in the interior of the country. In this sense, we understand Early Childhood Education as a right for all children. Finally, we analyze the legal means by which government actions are developed with the prerogative of safeguarding educational rights, as well as promoting improvements in the field.A pesquisa tem como objeto de estudo a Educação Infantil no e do campo. Analisamos as condições de acesso à Educação Infantil das crianças do campo em concordância com a Legislação do Brasil. Utilizamos da pesquisa qualitativa com embasamento teórico a partir de pesquisa bibliográfica com autores que tratam da temática, bem como da legislação oficial que ampara o assunto em questão. Inicialmente, destacamos a Educação Infantil no Campo como direito das crianças. O objetivo do estudo está pautado na compreensão das mudanças legais, e como esses meios interferem diretamente na vida das crianças no âmbito escolar (dentro e fora). Constatamos que com as mudanças na legislação educacional para crianças com idade inferior a quatro anos, houve a indispensabilidade de investimento por parte do mesmo órgão regulamentador, visando atender as necessidades particulares do público-alvo, com foco principalmente para aquelas que vivem nas zonas mais afastadas no interior do país. Nesse sentido, entendemos a Educação Infantil como direito para todas as crianças. Por fim, analisamos os meios legais pelo qual se desenvolvem as ações governamentais com a prerrogativa de resguardar os direitos educacionais, assim como, a promoção de melhoras dentro do campo.
Palavras-chave: educação infantil, legislação, educação do campo, diretrizes educacionais.
The Child attends a rural school: discussing child education legislation in rural areas
ABSTRACT. The object of this research is Early Childhood Education in and from the countryside. We analyzed the conditions of access to early childhood education for rural children in accordance with Brazilian legislation. We used qualitative research with a theoretical basis based on bibliographical research with authors who deal with the subject, as well as the official legislation that supports the subject in question. Initially, we highlighted early childhood education in rural areas as a right for children. The aim of the study is based on understanding the legal changes and how these directly affect children's lives at school (inside and outside). We found that with the changes in educational legislation for children under the age of four, there was a need for investment by the same regulatory body to meet the particular needs of the target audience, focusing mainly on those living in the most remote areas in the interior of the country. In this sense, we understand Early Childhood Education as a right for all children. Finally, we analyze the legal means by which government actions are developed with the prerogative of safeguarding educational rights, as well as promoting improvements in the field.
Keywords: early childhood education, legislation, rural education, educational guidelines.
El niño va a la escuela en el campo: discusiones sobre la legislación relativa a la educación de la primera infancia en y desde el campo
RESUMEN. El objeto de este estudio es la educación infantil en y desde el campo. Analizamos las condiciones de acceso de los niños rurales a la educación infantil de acuerdo con la legislación brasileña. Utilizamos una investigación cualitativa con una base teórica fundamentada en la investigación bibliográfica con autores que tratan el tema, así como en la legislación oficial que respalda la cuestión en cuestión. Inicialmente, hicimos hincapié en la educación de la primera infancia en las zonas rurales como un derecho de los niños. El objetivo del estudio se basa en comprender los cambios legales y cómo éstos afectan directamente a la vida de los niños en la escuela (dentro y fuera de ella). Encontramos que con los cambios en la legislación educativa para niños menores de cuatro años, surgió la necesidad de inversión por parte del mismo ente regulador para atender las necesidades particulares del público objetivo, centrándose principalmente en aquellos que viven en las zonas más remotas del interior del país. En este sentido, entendemos la Educación Infantil como un derecho de todos los niños. Finalmente, analizamos los medios legales a través de los cuales se desarrollan las acciones gubernamentales con la prerrogativa de salvaguardar los derechos educativos, así como promover mejoras en la materia.
Palabras clave: educación infantil, legislación, educación Rural, orientaciones educativas.
Educação Infantil do/no Campo: emancipação humana ou reprodução de desigualdades sociais?
Get PDFABSTRACT. The early childhood education, a stage within the school education system, presents many aspects to be problematized and implemented, especially when considering the implementation of this stage in the rural context. Among these aspects, the socio-cultural and historical context in which the child develops as a person and social being stands out, consisting of unique experiences, distinct from other spaces, demanding from the formal education planning a commitment to the local way of being. With this contextual characterization, the objective of this study is to analyze whether the educational principle of early childhood education in rural areas contributes/leads towards a socio-cultural emancipation education or towards confirming the inequalities between rural and urban areas. Drawing from a bibliographical study, this production has as its theoretical framework the contributions of Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire, and Thin (2001), among others, as well as legal documents relevant to Early Childhood Education in rural areas, texts analyzed according to the guidelines of critical discourse analysis technique. As results, we present the proposal of an early childhood education in rural areas with an emancipatory educational principle, supported by practices and discourses of inclusion, holistic human formation, and combating social inequalities.ABSTRACT. The early childhood education, a stage within the school education system, presents many aspects to be problematized and implemented, especially when considering the implementation of this stage in the rural context. Among these aspects, the socio-cultural and historical context in which the child develops as a person and social being stands out, consisting of unique experiences, distinct from other spaces, demanding from the formal education planning a commitment to the local way of being. With this contextual characterization, the objective of this study is to analyze whether the educational principle of early childhood education in rural areas contributes/leads towards a socio-cultural emancipation education or towards confirming the inequalities between rural and urban areas. Drawing from a bibliographical study, this production has as its theoretical framework the contributions of Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire, and Thin (2001), among others, as well as legal documents relevant to Early Childhood Education in rural areas, texts analyzed according to the guidelines of critical discourse analysis technique. As results, we present the proposal of an early childhood education in rural areas with an emancipatory educational principle, supported by practices and discourses of inclusion, holistic human formation, and combating social inequalities.
RESUMEN. La educación infantil, una etapa de la educación escolar, presenta muchos aspectos que deben ser problematizados y efectuados, especialmente al considerar la implementación de esta etapa en el contexto del Campo. Entre estos aspectos, destaca el contexto sociocultural e histórico en el que los niños se desarrollan como persona y ser social, que se compone de experiencias singulares, distintas de otros espacios, exigiendo del planeamiento de la educación formal un compromiso con el modo de ser local. Con esta caracterización contextual, este estudio tiene como objetivo analizar si el principio educativo de la educación infantil del Campo contribuye/orienta hacia una educación de emancipación sociocultural o de confirmación de las desigualdades entre el Campo y el Urbano. A partir de un estudio bibliográfico, esta producción tiene como base teórica las contribuciones de Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire y Thin (2001), entre otros, y documentos legales de la legislación pertinente a la Educación Infantil en/del Campo, textos analizados según las orientaciones de la técnica de análisis del discurso crítico. Como resultados, presentamos la propuesta de una educación infantil del Campo con un principio educativo emancipador, respaldado en prácticas y discursos de inclusión, de formación integral humana y de combate a las desigualdades sociales.
ABSTRACT. The early childhood education, a stage within the school education system, presents many aspects to be problematized and implemented, especially when considering the implementation of this stage in the rural context. Among these aspects, the socio-cultural and historical context in which the child develops as a person and social being stands out, consisting of unique experiences, distinct from other spaces, demanding from the formal education planning a commitment to the local way of being. With this contextual characterization, the objective of this study is to analyze whether the educational principle of early childhood education in rural areas contributes/leads towards a socio-cultural emancipation education or towards confirming the inequalities between rural and urban areas. Drawing from a bibliographical study, this production has as its theoretical framework the contributions of Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire, and Thin (2001), among others, as well as legal documents relevant to Early Childhood Education in rural areas, texts analyzed according to the guidelines of critical discourse analysis technique. As results, we present the proposal of an early childhood education in rural areas with an emancipatory educational principle, supported by practices and discourses of inclusion, holistic human formation, and combating social inequalities.A Educação Infantil, etapa da educação escolar, apresenta muitos aspectos a serem problematizados e efetivados, principalmente ao se considerar a implementação dessa etapa no contexto do Campo. Entre esses aspectos, destaca-se o contexto sociocultural e histórico em que a criança se desenvolve como pessoa e ser social, que se constitui de experiências singulares, distintas de outros espaços, exigindo do planejamento da educação formal compromisso com o modo de ser local. Com essa caracterização contextual objetiva-se, neste estudo, analisar se o princípio educativo da Educação Infantil do Campo contribui/direciona para uma educação de emancipação sociocultural ou de confirmação das desigualdades entre o Campo e o Urbano. A partir de um estudo bibliográfico, esta produção tem como aporte teórico as contribuições de Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire e Thin (2001), dentre outros, e documentos legais da legislação pertinentes à Educação Infantil do/no Campo, textos analisados conforme as orientações da técnica de análise do discurso crítica. Como resultados apresentamos a proposta de uma Educação Infantil do Campo com princípio educativo emancipatório, amparado em práticas e discursos de inclusão, de formação integral humana e de combate às desigualdades sociais.
Palavras-chave: educação infantil do campo, princípio educativo da educação infantil, educação emancipadora/compensatória, desigualdades sociais, escola justa.
Early childhood education in rural areas: human emancipation or reproduction of social inequalities
ABSTRACT. The early childhood education, a stage within the school education system, presents many aspects to be problematized and implemented, especially when considering the implementation of this stage in the rural context. Among these aspects, the socio-cultural and historical context in which the child develops as a person and social being stands out, consisting of unique experiences, distinct from other spaces, demanding from the formal education planning a commitment to the local way of being. With this contextual characterization, the objective of this study is to analyze whether the educational principle of early childhood education in rural areas contributes/leads towards a socio-cultural emancipation education or towards confirming the inequalities between rural and urban areas. Drawing from a bibliographical study, this production has as its theoretical framework the contributions of Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire, and Thin (2001), among others, as well as legal documents relevant to Early Childhood Education in rural areas, texts analyzed according to the guidelines of critical discourse analysis technique. As results, we present the proposal of an early childhood education in rural areas with an emancipatory educational principle, supported by practices and discourses of inclusion, holistic human formation, and combating social inequalities.
Keywords: rural early childhood education, educational principle of early childhood education, emancipatory/compensatory education, social inequalities, fair school.
Educación infantil en el campo: emancipación humana o reproducción de desigualdades sociales?
RESUMEN. La educación infantil, una etapa de la educación escolar, presenta muchos aspectos que deben ser problematizados y efectuados, especialmente al considerar la implementación de esta etapa en el contexto del Campo. Entre estos aspectos, destaca el contexto sociocultural e histórico en el que los niños se desarrollan como persona y ser social, que se compone de experiencias singulares, distintas de otros espacios, exigiendo del planeamiento de la educación formal un compromiso con el modo de ser local. Con esta caracterización contextual, este estudio tiene como objetivo analizar si el principio educativo de la educación infantil del Campo contribuye/orienta hacia una educación de emancipación sociocultural o de confirmación de las desigualdades entre el Campo y el Urbano. A partir de un estudio bibliográfico, esta producción tiene como base teórica las contribuciones de Bauman (2008), Dubet (2001, 2004), Kramer (1982), Reay (2013), Sawaia (1999), Vincent, Lahire y Thin (2001), entre otros, y documentos legales de la legislación pertinente a la Educación Infantil en/del Campo, textos analizados según las orientaciones de la técnica de análisis del discurso crítico. Como resultados, presentamos la propuesta de una educación infantil del Campo con un principio educativo emancipador, respaldado en prácticas y discursos de inclusión, de formación integral humana y de combate a las desigualdades sociales.
Palabras clave: educación infantil del campo, principio educativo de la educación infantil, educación emancipadora/compensatória, desigualdades sociales, escuela justa
O PDDE e os aparatos pedagógicos: a disponibilidade e a utilização dos recursos de custeio no interior das escolas.
Get PDFDiese Arbeit präsentiert Forschungsergebnisse im Zusammenhang mitSchulmanagement und die Verfügbarkeit von Ressourcen für Maßnahmenpädagogisch, unter Berücksichtigung der Umsetzung des ProgrammsDirektes Geld in der Schule (PDDE). Dieses Programm zielt darauf abVerbesserung der Qualität des Unterrichts, Bereitstellung von Ressourcen fürdie Renovierung und Instandhaltung der Schulstruktur, für den ErwerbLehrmaterialien und andere Konsumgüter. Das istder quantitativen und qualitativen Forschung mit gewonnenen Datenüber das Portal des Nationalen Bildungsfonds (FNDE) unddurch Dialog mit der Schulleitung zweier Schulenöffentliche Unternehmen mit Sitz in den Bundesstaaten Maranhão und Tocantins. DERZiel der Forschung ist die Analyse des Ressourcenverbrauchsdurch das Programm beim Erwerb und Vertrieb von zur Verfügung gestelltpädagogische Geräte, die häufig von Lehrern und Schülern verwendet werden.Es wurde festgestellt, dass PDDE-Ressourcen eingetroffen sindregelmäßig zu Schulen, aber in unzureichender Menge.Es wird auch darauf hingewiesen, dass in den letzten 10 Jahren in keinem derBei den befragten Institutionen blieb die Höhe der ausgezahlten Fördermittel konstant.This work presents research related to schoolmanagement and the availability of resources for pedagogicalactions, considering the implementation of the ProgramaDinheiro Direto na Escola (PDDE). The program aims toimprove the quality of teaching, providing resources for therenovation and maintenance of the school structure, for theacquisition of teaching materials and other consumer products.This is a quantitative and qualitative research, with dataobtained through the National Education Fund (FNDE) portaland through dialogue with the school management of twopublic schools located in the states of Maranhão and Tocantins.The research aims to analyze how the resources offered by theprogram are being used for the acquisition and distribution ofteaching devices among teachers and students. It was found thatthe resource is insufficient and that, in the last 10 years, in noneof the institutions researched, the amount of funding paid wasconstant.Este trabajo presenta investigaciones relacionadascon la gestión escolar y la disponibilidad de recursos paraacciones pedagógicas, considerando la implementación delPrograma Dinheiro Direto na Escola (PDDE). Este programatiene como objetivo mejorar la calidad de la enseñanza,proporcionando recursos para la renovación y mantenimiento dela estructura escolar, para la adquisición de material didáctico yotros productos de consumo. Se trata de una investigacióncuantitativa y cualitativa, con datos obtenidos a través del portaldel Fondo Nacional de Educación (FNDE) y a través del diálogocon la dirección escolar de dos escuelas públicas ubicadas en losestados de Maranhão y Tocantins. La investigación tiene comoobjetivo analizar cómo se están utilizando los recursos que ofreceel programa para la adquisición y distribución de dispositivospedagógicos entre docentes y estudiantes. Se constató que elrecurso es insuficiente y que, en los últimos 10 años, en ningunade las instituciones investigadas el monto de financiamientopagado fue constante.Ce travail présente des recherches liées àgestion scolaire et disponibilité des ressources pour les actionspédagogique, compte tenu de la mise en œuvre du ProgrammeArgent direct à l'école (PDDE). Ce programme vise àaméliorer la qualité de l'enseignement, fournir des ressources pourla rénovation et l'entretien de la structure scolaire, pour l'acquisitionmatériel pédagogique et autres produits de consommation. C'estde recherche quantitative et qualitative, avec les données obtenuesvia le portail du Fonds National de l'Éducation (FNDE) etpar le dialogue avec la direction scolaire de deux écolesentreprises publiques situées dans les États du Maranhão et du Tocantins. LEla recherche vise à analyser l’utilisation des ressourcesmis à disposition par le programme dans l'acquisition et la distribution dedispositifs pédagogiques couramment utilisés par les enseignants et les étudiants.Il a été constaté que les ressources du PDDE sont arrivéesrégulièrement dans les écoles, mais en quantité insuffisante.Il convient également de noter qu'au cours des dix dernières années, dans aucun des paysinstitutions interrogées, le montant du financement versé était constant.Este trabalho apresenta uma pesquisa relacionada à gestão escolar e a disponibilidade de recursos para as ações pedagógicas, considerando a implementação do Programa Dinheiro Direto na Escola (PDDE). Programa este que visa a melhoria da qualidade do ensino, disponibilizando recursos para a reforma e manutenção da estrutura escolar, para a aquisição de materiais didáticos e outros produtos de consumo. Trata-se de uma pesquisa quantitativa e qualitativa, com dados obtidos através do portal do Fundo Nacional de Educação (FNDE) e através do diálogo com a gestão escolar de duas escolas públicas situadas nos estados do Maranhão e Tocantins. A pesquisa tem como objetivo analisar a utilização dos recursos disponibilizados pelo programa na aquisição e distribuição de aparatos pedagógicos de uso corrente por professores e alunos. Constatou-se que os recursos do PDDE têm chegado regularmente às escolas, porém em quantidade insuficiente. Constata-se também que, nos últimos 10 anos, em nenhuma das instituições pesquisadas, o valor de custeio pago foi constante
“DE UM BRASIL QUE ERA FELIZ E SABIA”: A PERSUASÃO E A CONSTRUÇÃO DE UMA PROPOSTA DE FUTURO
Get PDFContemporary Semiotics has expanded its horizons towards the study of persuasion in texts addressed to the masses (Fontanille, 2016). This work follows this perspective analyzing a tweet from the @LulaOficial profile, aiming to observe the strategies used in its persuasion. For this, we used Classical Semiotics (Barros, 2005; Fiorin, 1996; Greimas, 1986, 2022), its developments in Plastic Semiotics (Pietroforte, 2016) and mass communication (Fontanille, 2016; Teixeira, 2022, 2023), detailing the enunciator's task of conquering, through discursive and narrative aspects, the enunciatees' adherence to a past conjunctive program through a syncretic discourse.A semiótica contemporânea tem conduzido seus horizontes rumo ao estudo da persuasão em textos veiculados às grandes massas (Fontanille, 2016). Este trabalho compreende-se nessa perspectiva ao analisar um tweet do perfil @LulaOficial, observando as estratégias empregadas no fazer persuasivo do texto. Para isso, utilizou-se a semiótica clássica (Barros, 2005; Fiorin, 1996; Greimas, 1986, 2022), seus desdobramentos na semiótica plástica (Pietroforte, 2016) e na comunicação de massas (Fontanille, 2016; Teixeira, 2022, 2023), detalhando a tarefa do enunciador de conquistar, mediante os aspectos discursivos e narrativos, a adesão dos enunciatários a um programa conjuntivo do passado por meio de um enunciado sincrético
AMOR E PODER: RELAÇÕES COMPLEXAS EM CANÇÃO PARA NINAR MENINO GRANDE DE CONCEIÇÃO EVARISTO
Get PDFThis article recognizes the affective relationships in the novel Canção para ninar menino grande (2022), by Conceição Evaristo, as complex networks that are (de)constructed based on the multiple choices of female characters and their rupture with heteropatriarchal hegemonic parameters of femininity, resulting in distinct manifestations of agency in their love relationships. Considering a set of black feminist theoretical perspectives, we propose an analysis of the novel that reveals elements of the intricate mechanisms of construction of affection, highlighting its importance for a multidimensional understanding of the socio-cultural dynamics of the female characters' exercise of power in the face of love.Este artigo reconhece as relações afetivas no romance Canção para ninar menino grande (2022), de Conceição Evaristo, como redes complexas que se (des)constroem a partir das escolhas múltiplas das personagens femininas e seu rompimento com parâmetros hegemônicos heteropatriarcais de feminilidade, acarretando manifestações distintas de agenciamento feminino em suas relações amorosas. Considerando um conjunto de perspectivas teóricas do feminismo negro, propomos uma análise do romance que revela elementos dos intricados mecanismos de construção dos afetos, ressaltando a importância deste para uma compreensão multidimensional das dinâmicas sociais e culturais do exercício do poder das personagens femininas frente ao amor.
O CORPO NEGRO NA POÉTICA DE LUBI PRATES
Get PDFThis paper analyzes the meanings of blackness in the black body embodied in the poetics of Lubi Prates' Um corpo negro. In order to do so, it selects, from the analysis of some poems from this book, category of body, from the tensive perspective of discursive semiotics, in order to investigate how black identity is constituted in the flesh and body poetized by Prates. In addition, it mobilizes interdisciplinary contributions on blackness and literary theory around Afro-Brazilian literature, observing how black and female authorship circumscribes in the literary universe new meanings and ethnic-ethical-aesthetic potentialities about the black subject in fiction.Este trabalho analisa, em Um corpo negro, de Lubi Prates, sentidos da negritude no corpo negro encarnado na poética. Para tanto, seleciona, a partir da análise de alguns poemas dessa obra, a categoria de corpo, na perspectiva tensiva da semiótica discursiva, a fim de investigar como a identidade negra é constituída na carne e no corpo poetizado por Prates. Além disso, mobiliza contribuições interdisciplinares sobre a negritude e os apontamentos da teoria literária em torno da literatura afro-brasileira, observando como a autoria negra e feminina circunscreve no universo literário novos significados e potencialidades étnico-ético-estético sobre o sujeito negro na ficção
A ATIVIDADE MINERADORA EM CORUMBÁ/MATO GROSSO DO SUL: da gênese ao desenvolvimento nacional
Get PDFThe intense growth in mineral production in Brazil since 2000s, has changed the economic and social dynamics of municipalities producing. Considering the important role of mining for the Corumbá/MS economy, this work aims to understand the mining activity and its consequences in it. For this purpose, the genesis of Corumbá and its industrial activity, the main processes in the course of city’s development, will be addressed, linked to the national industrial development, to analyze, later, the groeth and the obstacles of mining in this area. It was found that mining is the main industrial activity in Corumbá, with important relation with creation of jobs, in the mobilization and use of transport and logistics infrastructure. However, there are a number of barriers to bem considered and overcome, such as river infrastructure and possibilities for pi iron production.O intenso crescimento na produção mineral no Brasil a partir da década de 2000, fez com que a dinâmica econômica e social dos municípios produtores fosse amplamente alterada. Diante disso e considerando o importante papel da mineração para a economia de Corumbá/MS, este trabalho tem por objetivo compreender a atividade mineradora e seus desdobramentos no município. Para tanto, será abordada a gênese de Corumbá e de sua atividade industrial, os principais processos no decorrer do desenvolvimento da atividade, articulado ao desenvolvimento industrial no âmbito nacional, para analisar, posteriormente, o crescimento e as dificuldades da mineração nesta área. Verificou-se que a mineração constitui-se na principal atividade industrial de Corumbá, com importante relação na criação de postos de trabalho, na mobililização e utilização da infraestrutura de transporte e logística. No entanto, existe uma série de obstáculos a serem considerados e superados, a exemplo da infraestrutura fluvial e das possibilidades de produção de ferro gusa
ENTRE MULTILETRAMENTOS E(M) HIPERMÍDIAS: O EDUTENIMENTO EM GEOGRAFIA E EDUCAÇÃO AMBIENTAL DAS PÁGINAS DO INSTAGRAM @geography.planet e @vovofofuxa
Get PDFWe are living in the age of hypermedia. Knowing this, there is a need for educational practices to also appear in digital environments. This is when edutainment emerges, bringing together education and entertainment in order to attract “followers” interested in the proposal of those who create content on digital social networks. Considering profiles linked to edutainment, it is interesting to know the impact of the Geography and Environmental Education content published on the Instagram pages @geography.planet and @vovofofuxa, which, respectively, address the themes of their areas of knowledge through internet memes and children's storytelling. The methodology is qualitative and is based on a “virtual” visit to both pages with an exploratory search for the main posts and other forms of digital social interaction to disseminate geographical and environmental education content; the data is analyzed according to discourse analysis, in addition to dialogue with the bibliography on multilearning, multimodality and hypermedia and the association with Geography Teaching. Finally, the contribution of the @geography.planet and @vovofofuxa pages to the popularization and territorialization of geographical knowledge and environmental education on digital networks such as Instagram is highlighted, reflecting on the meaning of multilearning geography in hypermedia in the current (hyper)connected context.Estamos inseridos na era das hipermídias. Sabendo disso, verifica-se a necessidade de as práticas educativas aparecerem, também, nos ambientes digitais. Eis que emerge o edutenimento que congrega educação e entretenimento, a fim de atrair “seguidores” interessados na proposta de quem cria conteúdos em redes sociais digitais. Considerados perfis atrelados ao edutenimento, interessa conhecer o impacto dos conteúdos de Geografia e Educação Ambiental divulgados nas páginas do Instagram @geography.planet e @vovofofuxa que, respectivamente, abordam os temas de suas áreas do conhecimento através dos memes de internet e da contação de histórias infanto-juvenis. A metodologia do trabalho é qualitativa e orientada a partir da visita “virtual” em ambas as páginas com a busca exploratória das principais postagens e outras modalidades de interação social digital para divulgar conteúdos geográficos e de educação ambiental; os dados são analisados segundo a análise do discurso, além do diálogo com a bibliografia sobre multiletramentos, multimodalidade e hipermídia e a associação ao ensino de Geografia. Por fim, ressalta-se a contribuição das páginas @geography.planet e @vovofofuxa para a popularização e territorialização dos saberes geográficos e de educação ambiental em redes digitais como o Instagram, tendo refletido sobre o sentido de multiletrar geograficamente e(m) hipermídias diante do atual contexto (hiper)conectado
PARÂMETROS QUANTITATIVOS DE PRODUÇÃO DE MATERIAIS RECICLÁVEIS: asmare e unicicla
Get PDFThe study seeks to identify the main factors influencing the disparities between the two cooperatives, offering a detailed view of how efficient solid waste management, combined with effective public policies, can maximize the financial performance of recycling initiatives. The general objective of the paper is to understand the causes of these disparities and propose solutions that can help smaller cooperatives, like UNICICLA, achieve greater operational efficiency. The relevance of the study lies in its potential to optimize the management of urban solid waste and contribute to environmental sustainability. The methodology used includes comparative analysis of financial and operational data based on monthly data on the sale of recyclable materials released in the Placar da Reciclagem system in line with the invoices issued by the two cooperatives of recyclable material collectors, taking into account variables such as seasonality, location, government support and population awareness. In conclusion, the analysis reveals that ASMARE maintains stable revenue due to its structural and logistical support, while UNICICLA, with fewer resources, faces significant challenges that could be overcome through investments in infrastructure and more inclusive public policies.O estudo busca identificar os principais fatores que influenciam as disparidades entre as duas cooperativas, oferecendo uma visão detalhada sobre como a gestão eficiente dos resíduos sólidos, aliada a políticas públicas eficazes, pode maximizar o desempenho financeiro das iniciativas de reciclagem. O objetivo geral do trabalho é compreender as causas dessas disparidades e propor soluções que possam auxiliar cooperativas menores, como a UNICICLA, a alcançar maior eficiência operacional. A relevância do estudo reside na possibilidade de otimizar a gestão dos resíduos sólidos urbanos e contribuir para a sustentabilidade ambiental. A metodologia utilizada inclui a análise comparativa de dados financeiros e operacionais baseados nos dados mensais de venda de materiais recicláveis lançados no sistema Placar da Reciclagem[1] em consonância com as notas fiscais emitidas pelas duas cooperativas de catadores de materiais recicláveis, levando em consideração variáveis como sazonalidade, localização, apoio governamental e conscientização da população. Em conclusão, a análise revela que a ASMARE mantém sua arrecadação estável devido ao seu apoio estrutural e logístico, enquanto a UNICICLA, com menos recursos, enfrenta grandes desafios que podem ser superados com investimentos em infraestrutura e políticas públicas mais inclusivas