Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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Educação do Campo: a resistência da Escola Maria Emília Maracajá no Brejo da Paraíba
Get PDFABSTRACT. The research investigates the resistance of the São José do Bonfim community to the closure of the Maria Emília Maracajá Municipal School. The study aims to understand the community's resistance process and comprehend the context of rural school closures in Areia - Paraíba. A qualitative approach study, using a case study method, was chosen to collect data, and four participants involved in the investigated phenomenon were interviewed, following a perspective of Historical-Dialectical Materialism in the analysis. The results reveal that the municipality adopted a policy of closing seventeen rural schools between 2011 and 2016. We explored the community's resistance as an exercise driven by the desire to change social reality. The struggle resulted in the school's permanence and generated a significant impact in the media, social movements, and local society.ABSTRACT. The research investigates the resistance of the São José do Bonfim community to the closure of the Maria Emília Maracajá Municipal School. The study aims to understand the community's resistance process and comprehend the context of rural school closures in Areia - Paraíba. A qualitative approach study, using a case study method, was chosen to collect data, and four participants involved in the investigated phenomenon were interviewed, following a perspective of Historical-Dialectical Materialism in the analysis. The results reveal that the municipality adopted a policy of closing seventeen rural schools between 2011 and 2016. We explored the community's resistance as an exercise driven by the desire to change social reality. The struggle resulted in the school's permanence and generated a significant impact in the media, social movements, and local society.RESUMEN. La investigación investiga la resistencia de la comunidad São José do Bonfim al cierre de la Escuela Municipal Maria Emília Maracajá. El estudio tiene como objetivo comprender el proceso de resistencia de la comunidad y entender el contexto del cierre de las escuelas rurales en Areia - Paraíba. Se eligió un enfoque cualitativo de estudio de caso para recopilar datos, y se entrevistaron a cuatro sujetos participantes del fenómeno investigado, siguiendo una perspectiva del Materialismo Histórico-dialéctico en el análisis. Los resultados revelan que el municipio adoptó una política de cierre de diecisiete escuelas rurales entre 2011 y 2016. Exploramos la resistencia de la comunidad como un ejercicio motivado por el deseo de cambiar la realidad social. La lucha resultó en la permanencia de la escuela y generó una gran repercusión en los medios de comunicación, en los movimientos sociales y en la sociedad local.ABSTRACT. The research investigates the resistance of the São José do Bonfim community to the closure of the Maria Emília Maracajá Municipal School. The study aims to understand the community's resistance process and comprehend the context of rural school closures in Areia - Paraíba. A qualitative approach study, using a case study method, was chosen to collect data, and four participants involved in the investigated phenomenon were interviewed, following a perspective of Historical-Dialectical Materialism in the analysis. The results reveal that the municipality adopted a policy of closing seventeen rural schools between 2011 and 2016. We explored the community's resistance as an exercise driven by the desire to change social reality. The struggle resulted in the school's permanence and generated a significant impact in the media, social movements, and local society.A pesquisa investiga a resistência da comunidade São José do Bonfim ao fechamento da Escola Municipal Maria Emília Maracajá. O estudo tem como objetivo compreender o processo de resistência da comunidade e entender o contexto do fechamento das escolas do campo em Areia - Paraíba. Estudo de abordagem qualitativa, do tipo estudo de caso, para coletar dados, optou-se por entrevistar quatro sujeitos participantes do fenômeno investigado, seguindo uma perspectiva do Materialismo Histórico-dialético na análise. Os resultados revelam que o município adotou uma política de fechamento de dezessete escolas do campo entre 2011 e 2016. Exploramos a resistência da comunidade como um exercício motivado pela vontade de mudar a realidade social. A luta resultou na permanência da escola e gerou grande repercussão na mídia, nos movimentos sociais e na sociedade local.
Palavras-chave: educação do campo, resistência, fechamento de escolas, movimentos sociais.
Rural Education: The resistance of Maria Emília Maracajá School in Brejo da Paraíba
ABSTRACT. The research investigates the resistance of the São José do Bonfim community to the closure of the Maria Emília Maracajá Municipal School. The study aims to understand the community's resistance process and comprehend the context of rural school closures in Areia - Paraíba. A qualitative approach study, using a case study method, was chosen to collect data, and four participants involved in the investigated phenomenon were interviewed, following a perspective of Historical-Dialectical Materialism in the analysis. The results reveal that the municipality adopted a policy of closing seventeen rural schools between 2011 and 2016. We explored the community's resistance as an exercise driven by the desire to change social reality. The struggle resulted in the school's permanence and generated a significant impact in the media, social movements, and local society.
Keywords: rural education, resistance, school closures, social movements.
Educación del Campo: La resistencia de la Escuela Maria Emília Maracajá en Brejo da Paraíba
RESUMEN. La investigación investiga la resistencia de la comunidad São José do Bonfim al cierre de la Escuela Municipal Maria Emília Maracajá. El estudio tiene como objetivo comprender el proceso de resistencia de la comunidad y entender el contexto del cierre de las escuelas rurales en Areia - Paraíba. Se eligió un enfoque cualitativo de estudio de caso para recopilar datos, y se entrevistaron a cuatro sujetos participantes del fenómeno investigado, siguiendo una perspectiva del Materialismo Histórico-dialéctico en el análisis. Los resultados revelan que el municipio adoptó una política de cierre de diecisiete escuelas rurales entre 2011 y 2016. Exploramos la resistencia de la comunidad como un ejercicio motivado por el deseo de cambiar la realidad social. La lucha resultó en la permanencia de la escuela y generó una gran repercusión en los medios de comunicación, en los movimientos sociales y en la sociedad local.
Palabras clave: educación del campo, resistencia, cierre de escuelas, movimientos sociales
A concepção de regulação e as políticas de gestão escolar no Brasil: princípios político-pedagógicos e contradições
Get PDFABSTRACT. This article analyzes school management policies in the context of social regulation linked to the control of globalized financial capital, with the aim of understanding their political-pedagogical principles and their contradictions. It presents the historical bases of political and economic globalization, as well as the changes in the model of social regulation that have impacted educational policies in Brazil. Through bibliographical research and guided by historical-dialectical materialism, it discusses the concept of regulation and its analytical potential to unravel the contradictions of school management policies in Brazil since the 2000s, highlighting the political-pedagogical divergences between “management by results” and democratic management. The results indicate that educational reforms inspired by neoliberal ideology reconfigured the regulation of school management, assigning to the school greater responsibility for planning, resource management, and evaluation. The study concludes that, although they aim to increase administrative efficiency and transparency, by restricting the participation of the community and educators to results-oriented management logic, these reforms compromise the development of democratic and inclusive education.This article analyzes school management policies in the context of social regulation linked to the control of globalized financial capital, with the aim of understanding their political-pedagogical principles and their contradictions. It presents the historical bases of political and economic globalization, as well as the changes in the model of social regulation that have impacted educational policies in Brazil. Through bibliographical research and guided by historical-dialectical materialism, it discusses the concept of regulation and its analytical potential to unravel the contradictions of school management policies in Brazil since the 2000s, highlighting the political-pedagogical divergences between “management by results” and democratic management. The results indicate that educational reforms inspired by neoliberal ideology reconfigured the regulation of school management, assigning to the school greater responsibility for planning, resource management, and evaluation. The study concludes that, although they aim to increase administrative efficiency and transparency, by restricting the participation of the community and educators to results-oriented management logic, these reforms compromise the development of democratic and inclusive education.RESUMEN. Este artículo analiza las políticas de gestión escolar en el contexto de la regulación social vinculada al control del capital financiero globalizado, con el objetivo de comprender sus principios político-pedagógicos y sus contradicciones. Presenta las bases históricas de la globalización política y económica, así como los cambios en el modelo de regulación social que impactaron las políticas educativas en Brasil. A través de una investigación bibliográfica y guiado por el materialismo histórico-dialéctico, se discute la concepción de regulación y su potencial analítico para develar las contradicciones de las políticas de gestión escolar en Brasil desde la década de 2000, con énfasis en las divergencias político-pedagógicas entre “gestión por resultados” y gestión democrática. Los resultados indican que las reformas educativas inspiradas en ideas neoliberales reconfiguraron la regulación de la gestión escolar, otorgando a las escuelas una mayor responsabilidad en la planificación, la gestión de recursos y la evaluación. El estudio concluye que, si bien apuntan a aumentar la eficiencia y la transparencia administrativa, al restringir la participación de la comunidad y de los educadores a una lógica de gestión orientada a resultados, estas reformas comprometen el desarrollo de una educación democrática e inclusiva.ABSTRACT. This article analyzes school management policies in the context of social regulation linked to the control of globalized financial capital, with the aim of understanding their political-pedagogical principles and their contradictions. It presents the historical bases of political and economic globalization, as well as the changes in the model of social regulation that have impacted educational policies in Brazil. Through bibliographical research and guided by historical-dialectical materialism, it discusses the concept of regulation and its analytical potential to unravel the contradictions of school management policies in Brazil since the 2000s, highlighting the political-pedagogical divergences between “management by results” and democratic management. The results indicate that educational reforms inspired by neoliberal ideology reconfigured the regulation of school management, assigning to the school greater responsibility for planning, resource management, and evaluation. The study concludes that, although they aim to increase administrative efficiency and transparency, by restricting the participation of the community and educators to results-oriented management logic, these reforms compromise the development of democratic and inclusive education.Este artigo analisa as políticas de gestão escolar no contexto da regulação social vinculada ao controle do capital financeiro globalizado, com o objetivo de apreender seus princípios político-pedagógicos e suas contradições. Apresenta as bases históricas da globalização política e econômica, bem como as mudanças no modelo de regulação social que impactaram as políticas educacionais no Brasil. Por meio de pesquisa bibliográfica e orientado pelo materialismo histórico-dialético, discute a concepção de regulação e suas potencialidades analíticas para desvendar as contradições das políticas de gestão escolar no Brasil desde os anos 2000, com destaque para as divergências político-pedagógicas entre a “gestão por resultados” e a gestão democrática. Os resultados indicam que as reformas educacionais inspiradas no ideário neoliberal reconfiguraram a regulação da gestão escolar, atribuindo à escola maior responsabilidade pelo planejamento, pela gestão de recursos e pela avaliação. O estudo conclui que, embora tenham como objetivo aumentar a eficiência administrativa e a transparência, ao restringir a participação da comunidade e dos educadores a uma lógica de gestão orientada por resultados, essas reformas comprometem o desenvolvimento de uma educação democrática e inclusiva.
Palavras-chave: regulação social, políticas educacionais, neoliberalismo, gestão escolar, gestão escolar por resultados, gestão escolar democrática.
The concept of regulation and school management policies in Brazil: political-pedagogical principles and contradictions
ABSTRACT. This article analyzes school management policies in the context of social regulation linked to the control of globalized financial capital, with the aim of understanding their political-pedagogical principles and their contradictions. It presents the historical bases of political and economic globalization, as well as the changes in the model of social regulation that have impacted educational policies in Brazil. Through bibliographical research and guided by historical-dialectical materialism, it discusses the concept of regulation and its analytical potential to unravel the contradictions of school management policies in Brazil since the 2000s, highlighting the political-pedagogical divergences between “management by results” and democratic management. The results indicate that educational reforms inspired by neoliberal ideology reconfigured the regulation of school management, assigning to the school greater responsibility for planning, resource management, and evaluation. The study concludes that, although they aim to increase administrative efficiency and transparency, by restricting the participation of the community and educators to results-oriented management logic, these reforms compromise the development of democratic and inclusive education.
Keywords: social regulation, education policies, neoliberalism, school management, school management by results, democratic school management.
La concepción de las políticas de regulación y gestión escolar en Brasil: principios político-pedagógicos y contradicciones
RESUMEN. Este artículo analiza las políticas de gestión escolar en el contexto de la regulación social vinculada al control del capital financiero globalizado, con el objetivo de comprender sus principios político-pedagógicos y sus contradicciones. Presenta las bases históricas de la globalización política y económica, así como los cambios en el modelo de regulación social que impactaron las políticas educativas en Brasil. A través de una investigación bibliográfica y guiado por el materialismo histórico-dialéctico, se discute la concepción de regulación y su potencial analítico para develar las contradicciones de las políticas de gestión escolar en Brasil desde la década de 2000, con énfasis en las divergencias político-pedagógicas entre “gestión por resultados” y gestión democrática. Los resultados indican que las reformas educativas inspiradas en ideas neoliberales reconfiguraron la regulación de la gestión escolar, otorgando a las escuelas una mayor responsabilidad en la planificación, la gestión de recursos y la evaluación. El estudio concluye que, si bien apuntan a aumentar la eficiencia y la transparencia administrativa, al restringir la participación de la comunidad y de los educadores a una lógica de gestión orientada a resultados, estas reformas comprometen el desarrollo de una educación democrática e inclusiva.
Palabras clave: regulación social, políticas educativas, neoliberalismo, gestión escolar, gestión escolar por resultados, gestión escolar democrática
O ensino da literatura na formação leitora de aluno com deficiência visual dos anos iniciais
Get PDFABSTRACT. This article shows the importance of teaching literature in training readers with visual impairments (VI) with the support of materials adapted from low-cost Assistive Technology (AT). The study focuses on the initial years, as the teaching of reading and writing involving literature with images with embossed textures becomes more pleasurable for the student, but for the Specialized Educational Assistance (SEA) teacher, the adaptation becomes if a challenge. In this context, the main objective of this work is to produce a book adapted from the poem “The house and its owner", José (1987), contributing to the formation of literary readers in students with blindness or low vision in their development and learning. The work is structured qualitatively in a bibliographical review, for this we resort to theoretical discussions that lead to the description and understanding of the research corpus. The discursive analysis of the data shows the importance and procedures with photos and audio description of the adapted book product in Braille and the images in relief/texture customized with low-cost Assistive Technology of the poem “The house and its owner”, José (1987).ABSTRACT. This article shows the importance of teaching literature in training readers with visual impairments (VI) with the support of materials adapted from low-cost Assistive Technology (AT). The study focuses on the initial years, as the teaching of reading and writing involving literature with images with embossed textures becomes more pleasurable for the student, but for the Specialized Educational Assistance (SEA) teacher, the adaptation becomes if a challenge. In this context, the main objective of this work is to produce a book adapted from the poem “The house and its owner", José (1987), contributing to the formation of literary readers in students with blindness or low vision in their development and learning. The work is structured qualitatively in a bibliographical review, for this we resort to theoretical discussions that lead to the description and understanding of the research corpus. The discursive analysis of the data shows the importance and procedures with photos and audio description of the adapted book product in Braille and the images in relief/texture customized with low-cost Assistive Technology of the poem “The house and its owner”, José (1987).RESUMEN. Este artículo muestra la importancia de la enseñanza de la literatura en la formación de lectores con discapacidad visual (DV) con el apoyo de materiales adaptados de Tecnología Asistiva (TA) de bajo costo. El estudio se centra en los años iniciales, ya que la enseñanza de la lectoescritura involucrando literatura con imágenes con texturas en relieve se vuelve más placentera para el estudiante, pero para el docente del Servicio Educativo Especializado (AEE), la adaptación se convierte en un desafío. En este contexto, el objetivo principal de este trabajo es producir un libro adaptado del poema “La casa y su dueño”, José (1987), contribuyendo a la formación de lectores literarios en estudiantes con ceguera o baja visión en su desarrollo y El trabajo se estructura cualitativamente en una revisión bibliográfica, para ello se recurre a discusiones teóricas que conducen a la descripción y comprensión del corpus de investigación. El análisis discursivo de los datos muestra la importancia y los procedimientos con fotografías y audiodescripción de lo adaptado. Producto del libro en Braille y las imágenes en relieve/texturas personalizadas con Tecnología Asistiva de bajo costo del poema “A casa y su dueño”, José (1987).ABSTRACT. This article shows the importance of teaching literature in training readers with visual impairments (VI) with the support of materials adapted from low-cost Assistive Technology (AT). The study focuses on the initial years, as the teaching of reading and writing involving literature with images with embossed textures becomes more pleasurable for the student, but for the Specialized Educational Assistance (SEA) teacher, the adaptation becomes if a challenge. In this context, the main objective of this work is to produce a book adapted from the poem “The house and its owner", José (1987), contributing to the formation of literary readers in students with blindness or low vision in their development and learning. The work is structured qualitatively in a bibliographical review, for this we resort to theoretical discussions that lead to the description and understanding of the research corpus. The discursive analysis of the data shows the importance and procedures with photos and audio description of the adapted book product in Braille and the images in relief/texture customized with low-cost Assistive Technology of the poem “The house and its owner”, José (1987).Este artigo mostra a importância do ensino da literatura na formação do leitor de estudantes com deficiência visual (DV) com o apoio dos materiais adaptados da Tecnologia Assistiva (TA) de baixo custo. O estudo faz um recorte direcionado aos anos iniciais, pois o ensino da leitura e escrita envolvendo a literatura com imagens com texturas em relevo torna-se mais prazeroso para o discente, mas para o professor do Atendimento Educacional Especializado (AEE) a adaptação torna-se um desafio. Neste contexto, o objetivo principal deste trabalho é produzir um livro adaptado do poema “A casa e seu dono", José (1987) contribuindo com a formação do leitor literário de estudantes com cegueira ou de baixa visão em seu desenvolvimento e aprendizagem. A metodologia do trabalho se estrutura de forma qualitativa numa revisão bibliográfica, para isso, recorremos às discussões teóricas que conduzem na descrição e compreensão do corpus da pesquisa. A análise discursiva dos dados, mostra a importância e os procedimentos com fotos e audiodescrição do produto-livro adaptado em braille e as imagens em relevo/textura customizado com a Tecnologia Assistiva de baixo custo do poema “A casa e seu dono,” José (1987).
Palavras-chave: ensino da literatura, deficiente visual, formação do leitor, Tecnologia Assistiva.
The teaching of literature in the training reader of students with visual disabilities in the early Years
ABSTRACT. This article shows the importance of teaching literature in training readers with visual impairments (VI) with the support of materials adapted from low-cost Assistive Technology (AT). The study focuses on the initial years, as the teaching of reading and writing involving literature with images with embossed textures becomes more pleasurable for the student, but for the Specialized Educational Assistance (SEA) teacher, the adaptation becomes if a challenge. In this context, the main objective of this work is to produce a book adapted from the poem “The house and its owner", José (1987), contributing to the formation of literary readers in students with blindness or low vision in their development and learning. The work is structured qualitatively in a bibliographical review, for this we resort to theoretical discussions that lead to the description and understanding of the research corpus. The discursive analysis of the data shows the importance and procedures with photos and audio description of the adapted book product in Braille and the images in relief/texture customized with low-cost Assistive Technology of the poem “The house and its owner”, José (1987).
Keywords: teaching literature, visually impaired, reader training, Assistive Technology.
La enseñanza de la literatura en la formación lector de estudiantes con discapacidad visual en los primeros años
RESUMEN. Este artículo muestra la importancia de la enseñanza de la literatura en la formación de lectores con discapacidad visual (DV) con el apoyo de materiales adaptados de Tecnología Asistiva (TA) de bajo costo. El estudio se centra en los años iniciales, ya que la enseñanza de la lectoescritura involucrando literatura con imágenes con texturas en relieve se vuelve más placentera para el estudiante, pero para el docente del Servicio Educativo Especializado (AEE), la adaptación se convierte en un desafío. En este contexto, el objetivo principal de este trabajo es producir un libro adaptado del poema “La casa y su dueño”, José (1987), contribuyendo a la formación de lectores literarios en estudiantes con ceguera o baja visión en su desarrollo y El trabajo se estructura cualitativamente en una revisión bibliográfica, para ello se recurre a discusiones teóricas que conducen a la descripción y comprensión del corpus de investigación. El análisis discursivo de los datos muestra la importancia y los procedimientos con fotografías y audiodescripción de lo adaptado. Producto del libro en Braille y las imágenes en relieve/texturas personalizadas con Tecnología Asistiva de bajo costo del poema “A casa y su dueño”, José (1987).
Palabras clave: enseñanza de literatura, personas con discapacidad visual, formación de lectores, tecnología de asistencia
A Licenciatura em Educação do Campo e a formação de professor na Área de Matemática
Get PDFABSTRACT. This article discusses the initial training of rural teachers in the field of Mathematical, with reference to the Licentiate in Rural Education (LEDOC). For this, there is a broad survey in the literature of models of initial teacher training in rural areas, of the political and pedagogical aspects of LEDOC in Brazil and, in particular, of LEDOC of the Federal University of Recôncavo da Bahia (UFRB), in Brazil, Mathematical area. From the data, it is argued that the Brazilian LEDOC differs from many teacher training programs around the world, having the proposal claimed by the social movements of the field, a socially, politically and culturally referenced student profile and the pedagogical alternation, these being differentiating aspects. It was also found that the presence of graduates of the course has been triggering a rich process of knowledge production in Higher Education, pointing to ruptures with the mathematics worked on in conventional Degrees. However, some emerging challenges are considered, such as guaranteeing the pedagogical alternation and its effectiveness in the dimension of the teacher trainers' performance, in the construction of collective and interdisciplinary work, in the integralization of the activities of Tempo Universidade and Tempo Comunidade, as well as in the investment that is needed. ABSTRACT. This article discusses the initial training of rural teachers in the field of Mathematical, with reference to the Licentiate in Rural Education (LEDOC). For this, there is a broad survey in the literature of models of initial teacher training in rural areas, of the political and pedagogical aspects of LEDOC in Brazil and, in particular, of LEDOC of the Federal University of Recôncavo da Bahia (UFRB), in Brazil, Mathematical area. From the data, it is argued that the Brazilian LEDOC differs from many teacher training programs around the world, having the proposal claimed by the social movements of the field, a socially, politically and culturally referenced student profile and the pedagogical alternation, these being differentiating aspects. It was also found that the presence of graduates of the course has been triggering a rich process of knowledge production in Higher Education, pointing to ruptures with the mathematics worked on in conventional Degrees. However, some emerging challenges are considered, such as guaranteeing the pedagogical alternation and its effectiveness in the dimension of the teacher trainers' performance, in the construction of collective and interdisciplinary work, in the integralization of the activities of Tempo Universidade and Tempo Comunidade, as well as in the investment that is needed. RESUMEN. Este artículo aborda la formación inicial de los maestros rurales en el área de Matemáticas, teniendo como referencia el curso de Licenciatura en Educación Rural (LEDOC). Para ello, existe un amplio relevamiento en la literatura de modelos de formación inicial docente en áreas rurales, de los aspectos políticos y pedagógicos de la LEDOC en Brasil y, en particular, de la LEDOC de la Universidad Federal del Recôncavo da Bahia (UFRB), área de Matemática. A partir de los datos, se argumenta que la LEDOC brasileña se diferencia de muchos programas de formación docente en todo el mundo, teniendo la propuesta reivindicada por los movimientos sociales del campo, el perfil del alumno referenciado social, política y culturalmente y la alternancia pedagógica, siendo estos aspectos diferenciadores. También se constató que la presencia de egresados de la carrera viene desencadenando un rico proceso de producción de conocimiento en la Educación Superior, apuntando rupturas con las matemáticas trabajadas en las Licenciaturas convencionales. Sin embargo, se consideran algunos desafíos emergentes, como garantizar la alternancia pedagógica y su eficacia en la dimensión de la actuación de los formadores de docentes, en la construcción del trabajo colectivo e interdisciplinario, en la integralización de las actividades de Tempo Universidade y Tempo Comunidade, como así como en la inversión que se necesita.ABSTRACT. This article discusses the initial training of rural teachers in the field of Mathematical, with reference to the Licentiate in Rural Education (LEDOC). For this, there is a broad survey in the literature of models of initial teacher training in rural areas, of the political and pedagogical aspects of LEDOC in Brazil and, in particular, of LEDOC of the Federal University of Recôncavo da Bahia (UFRB), in Brazil, Mathematical area. From the data, it is argued that the Brazilian LEDOC differs from many teacher training programs around the world, having the proposal claimed by the social movements of the field, a socially, politically and culturally referenced student profile and the pedagogical alternation, these being differentiating aspects. It was also found that the presence of graduates of the course has been triggering a rich process of knowledge production in Higher Education, pointing to ruptures with the mathematics worked on in conventional Degrees. However, some emerging challenges are considered, such as guaranteeing the pedagogical alternation and its effectiveness in the dimension of the teacher trainers' performance, in the construction of collective and interdisciplinary work, in the integralization of the activities of Tempo Universidade and Tempo Comunidade, as well as in the investment that is needed. Este artigo discute a formação inicial de professores do campo na Área de Matemática, tendo como referência o curso de Licenciatura em Educação do Campo (LEDOC). Para isso, fez-se um amplo levantamento na literatura de modelos de formação inicial de professores em espaços rurais, dos aspectos políticos e pedagógicos da LEDOC no Brasil e, em particular, da Universidade Federal do Recôncavo da Bahia (UFRB), na Área de Matemática. A partir dos dados, argumenta-se que a LEDOC brasileira se diferencia de muitos programas de formação docente ao redor do mundo, possuindo a proposta reivindicada pelos movimentos sociais do campo, perfil discente social, política e culturalmente referenciado e a alternância pedagógica, sendo estes aspectos diferenciadores. Constatou-se, ainda, que a presença dos licenciandos do curso vem desencadeando um rico processo de produção de conhecimento na Educação Superior, apontando rupturas com a matemática trabalhada em licenciaturas convencionais. No entanto consideram-se alguns desafios emergentes, tais como garantir a alternância pedagógica e sua efetivação na dimensão da atuação dos professores formadores, na construção do trabalho coletivo e interdisciplinar, na integralização das atividades do Tempo Universidade e Tempo Comunidade, assim como no investimento que é necessário.
Palavras-chave: formação de professor, matemática, licenciatura em educação do campo.
The Degree in Rural Education and teacher training in the Mathematical Area
ABSTRACT. This article discusses the initial training of rural teachers in the field of Mathematical, with reference to the Licentiate in Rural Education (LEDOC). For this, there is a broad survey in the literature of models of initial teacher training in rural areas, of the political and pedagogical aspects of LEDOC in Brazil and, in particular, of LEDOC of the Federal University of Recôncavo da Bahia (UFRB), in Brazil, Mathematical area. From the data, it is argued that the Brazilian LEDOC differs from many teacher training programs around the world, having the proposal claimed by the social movements of the field, a socially, politically and culturally referenced student profile and the pedagogical alternation, these being differentiating aspects. It was also found that the presence of graduates of the course has been triggering a rich process of knowledge production in Higher Education, pointing to ruptures with the mathematics worked on in conventional Degrees. However, some emerging challenges are considered, such as guaranteeing the pedagogical alternation and its effectiveness in the dimension of the teacher trainers' performance, in the construction of collective and interdisciplinary work, in the integralization of the activities of Tempo Universidade and Tempo Comunidade, as well as in the investment that is needed.
Keywords: teacher training, mathematical, degree in rural education.
La Licenciatura en Educación Rural y la formación del profesorado en el Área de Matemática
RESUMEN. Este artículo aborda la formación inicial de los maestros rurales en el área de Matemáticas, teniendo como referencia el curso de Licenciatura en Educación Rural (LEDOC). Para ello, existe un amplio relevamiento en la literatura de modelos de formación inicial docente en áreas rurales, de los aspectos políticos y pedagógicos de la LEDOC en Brasil y, en particular, de la LEDOC de la Universidad Federal del Recôncavo da Bahia (UFRB), área de Matemática. A partir de los datos, se argumenta que la LEDOC brasileña se diferencia de muchos programas de formación docente en todo el mundo, teniendo la propuesta reivindicada por los movimientos sociales del campo, el perfil del alumno referenciado social, política y culturalmente y la alternancia pedagógica, siendo estos aspectos diferenciadores. También se constató que la presencia de egresados de la carrera viene desencadenando un rico proceso de producción de conocimiento en la Educación Superior, apuntando rupturas con las matemáticas trabajadas en las Licenciaturas convencionales. Sin embargo, se consideran algunos desafíos emergentes, como garantizar la alternancia pedagógica y su eficacia en la dimensión de la actuación de los formadores de docentes, en la construcción del trabajo colectivo e interdisciplinario, en la integralización de las actividades de Tempo Universidade y Tempo Comunidade, como así como en la inversión que se necesita.
Palabras clave: formación de profesores, matemática, licenciatura en educación rural
O trabalho pedagógico na Educação Científica: um olhar para a diversidade cultural do campo
Get PDFABSTRACT. In this study, we aim to analyze how the pedagogical work in science teaching, focused on the context of the field, has been characterized in its socio-historical and epistemological dimension regarding cultural diversity. For this, we carried out a literature review in journals in the area of Education and Teaching in which we found 27 studies. The analysis of such works was developed using Discursive Textual Analysis (DTA), from the category, namely: socio-historical and epistemological dimension of cultural diversity in pedagogical work in sciences from/to the field. Among the results, it was possible to infer that the perception about the implications of cultural diversity in the teaching and learning process seems to be unanimous. The discussions focus on the integration of diversity in the teaching process from different strategies, either in basic education or in higher education, articulating specific curricular proposals or the organization of activities that take into account the specificities of the field. However, most works do not theoretically deepen the relationship between science teaching and reality in the context of the cultural diversity of the field, especially when it comes to the relationship between traditional/ancestral and scientific knowledge, academic piracy processes, silencing and inter-epistemic conflicts.ABSTRACT. In this study, we aim to analyze how the pedagogical work in science teaching, focused on the context of the field, has been characterized in its socio-historical and epistemological dimension regarding cultural diversity. For this, we carried out a literature review in journals in the area of Education and Teaching in which we found 27 studies. The analysis of such works was developed using Discursive Textual Analysis (DTA), from the category, namely: socio-historical and epistemological dimension of cultural diversity in pedagogical work in sciences from/to the field. Among the results, it was possible to infer that the perception about the implications of cultural diversity in the teaching and learning process seems to be unanimous. The discussions focus on the integration of diversity in the teaching process from different strategies, either in basic education or in higher education, articulating specific curricular proposals or the organization of activities that take into account the specificities of the field. However, most works do not theoretically deepen the relationship between science teaching and reality in the context of the cultural diversity of the field, especially when it comes to the relationship between traditional/ancestral and scientific knowledge, academic piracy processes, silencing and inter-epistemic conflicts.RESUMEN. En este estudio, pretendemos analizar cómo el trabajo pedagógico en la enseñanza de las ciencias, centrado en el contexto del campo, se ha caracterizado en su dimensión sociohistórica y epistemológica respecto a la diversidad cultural. Para ello, realizamos una revisión bibliográfica en revistas del área de Educación y Docencia en la que localizamos 27 estudios. El análisis se desarrolló utilizando el Análisis Textual Discursivo (ATD), a partir de la categoría, a saber: dimensión sociohistórica y epistemológica de la diversidad cultural en el trabajo pedagógico en ciencias desde/para el campo. Entre los resultados, se pudo inferir que la percepción sobre las implicaciones de la diversidad cultural en el proceso de enseñanza y aprendizaje parece ser unánime. Las discusiones se centran en la integración de la diversidad en el proceso de enseñanza a partir de diferentes estrategias, articulando propuestas curriculares específicas u organizando actividades que tengan en cuenta las especificidades del campo. Sin embargo, la mayoría de los trabajos no profundizan teóricamente la relación entre la enseñanza de las ciencias y la realidad en el escenario de la diversidad cultural del campo, especialmente cuando se trata de la relación entre saberes tradicionales/ancestrales y científicos, procesos de piratería académica, silenciamientos y conflictos interepistémicos.ABSTRACT. In this study, we aim to analyze how the pedagogical work in science teaching, focused on the context of the field, has been characterized in its socio-historical and epistemological dimension regarding cultural diversity. For this, we carried out a literature review in journals in the area of Education and Teaching in which we found 27 studies. The analysis of such works was developed using Discursive Textual Analysis (DTA), from the category, namely: socio-historical and epistemological dimension of cultural diversity in pedagogical work in sciences from/to the field. Among the results, it was possible to infer that the perception about the implications of cultural diversity in the teaching and learning process seems to be unanimous. The discussions focus on the integration of diversity in the teaching process from different strategies, either in basic education or in higher education, articulating specific curricular proposals or the organization of activities that take into account the specificities of the field. However, most works do not theoretically deepen the relationship between science teaching and reality in the context of the cultural diversity of the field, especially when it comes to the relationship between traditional/ancestral and scientific knowledge, academic piracy processes, silencing and inter-epistemic conflicts.Neste estudo, objetivamos analisar o modo como o trabalho pedagógico no ensino de ciências, voltado ao contexto do campo, tem sido caracterizado em sua dimensão sócio-histórica e epistemológica acerca da diversidade cultural. Para isso, realizamos uma revisão de literatura em periódicos da área de Educação e Ensino, na qual localizamos 27 estudos. A análise foi desenvolvida utilizando a Análise Textual Discursiva (ATD), a partir da categoria, a saber: dimensão sócio-histórica e epistemológica da diversidade cultural no trabalho pedagógico em ciências do/para o campo. Dentre os resultados, foi possível inferir que parece ser unânime a percepção sobre as implicações da diversidade cultural no processo de ensino e aprendizagem. As discussões focam na integração da diversidade no processo de ensino, a partir de diferentes estratégias, articulando a propostas curriculares específicas ou a organização de atividades que levem em conta as especificidades do campo. Contudo, a maioria dos trabalhos não aprofundam, teoricamente, as relações entre ensino de ciências e realidade no cenário da diversidade cultural do campo, principalmente quando se trata das relações entre conhecimento tradicional/ancestral e científico, os processos de pirataria acadêmica, os silenciamentos e os conflitos inter-epistêmicos.
Palavras-chave: tradições, camponeses, professores; educação científica
The pedagogical work in Science Education: a look at the cultural diversity of the field
ABSTRACT. In this study, we aim to analyze how the pedagogical work in science teaching, focused on the context of the field, has been characterized in its socio-historical and epistemological dimension regarding cultural diversity. For this, we carried out a literature review in journals in the area of Education and Teaching in which we found 27 studies. The analysis of such works was developed using Discursive Textual Analysis (DTA), from the category, namely: socio-historical and epistemological dimension of cultural diversity in pedagogical work in sciences from/to the field. Among the results, it was possible to infer that the perception about the implications of cultural diversity in the teaching and learning process seems to be unanimous. The discussions focus on the integration of diversity in the teaching process from different strategies, either in basic education or in higher education, articulating specific curricular proposals or the organization of activities that take into account the specificities of the field. However, most works do not theoretically deepen the relationship between science teaching and reality in the context of the cultural diversity of the field, especially when it comes to the relationship between traditional/ancestral and scientific knowledge, academic piracy processes, silencing and inter-epistemic conflicts.
Keywords: traditions, peasants, teachers, Science Education.
El trabajo pedagógico en la Educación en Ciencias: una mirada a la diversidad cultural del campo
RESUMEN. En este estudio, pretendemos analizar cómo el trabajo pedagógico en la enseñanza de las ciencias, centrado en el contexto del campo, se ha caracterizado en su dimensión sociohistórica y epistemológica respecto a la diversidad cultural. Para ello, realizamos una revisión bibliográfica en revistas del área de Educación y Docencia en la que localizamos 27 estudios. El análisis se desarrolló utilizando el Análisis Textual Discursivo (ATD), a partir de la categoría, a saber: dimensión sociohistórica y epistemológica de la diversidad cultural en el trabajo pedagógico en ciencias desde/para el campo. Entre los resultados, se pudo inferir que la percepción sobre las implicaciones de la diversidad cultural en el proceso de enseñanza y aprendizaje parece ser unánime. Las discusiones se centran en la integración de la diversidad en el proceso de enseñanza a partir de diferentes estrategias, articulando propuestas curriculares específicas u organizando actividades que tengan en cuenta las especificidades del campo. Sin embargo, la mayoría de los trabajos no profundizan teóricamente la relación entre la enseñanza de las ciencias y la realidad en el escenario de la diversidad cultural del campo, especialmente cuando se trata de la relación entre saberes tradicionales/ancestrales y científicos, procesos de piratería académica, silenciamientos y conflictos interepistémicos.
Palabras clave: tradições, camponeses, professores; educação científic
Revisão sistemática sobre a valorização da cultura afro-brasileira nas escolas do campo
Get PDFABSTRACT. This review aims to analyze the scientific production on the application of Federal Law n. 10,639/03 in rural schools in Brazil. The survey followed the protocol of Main Items to Report Systematic Reviews and Meta-analyses- PRISMA, and was carried out in the databases of the Brazilian Digital Library of Theses and Dissertations (CAPES), Online Scientific Electronic Library- Scielo, Brazilian Association of Black Researchers (ABPN), Web of Science, digital collection of the University of Dortmund and the Institutional Repository of the Federal University of Tocantins (UFT). Nineteen research reports were included, which, after applying the inclusion and exclusion criteria, were categorized into 3 groups: research on education for ethnic-racial relations in rural schools; the school and the struggle for land; and culture and identity of the peasant people. The year of publication, author, title, name of the program/university and periodical, type (dissertation, thesis or periodical), indicated keywords, objectives, method and collection instruments, participants, main results and conclusions/recommendations. The results indicated the predominance of qualitative methods, through the use of semi-structured interviews, informal interviews, document analysis, ethnography, case study, field diary, participant observation, literature review, conversation circle, among others. These strategies make it possible to know the experiences of the subjects involved in educational practices for the implementation of the Law. There was a small number of works found, in the selected databases, on the theme that addresses the applicability of the Law in rural schools. It is recommended the development of researches that evaluate the effectiveness of the Law, especially with large samples and with quantitative designs.ABSTRACT. This review aims to analyze the scientific production on the application of Federal Law n. 10,639/03 in rural schools in Brazil. The survey followed the protocol of Main Items to Report Systematic Reviews and Meta-analyses- PRISMA, and was carried out in the databases of the Brazilian Digital Library of Theses and Dissertations (CAPES), Online Scientific Electronic Library- Scielo, Brazilian Association of Black Researchers (ABPN), Web of Science, digital collection of the University of Dortmund and the Institutional Repository of the Federal University of Tocantins (UFT). Nineteen research reports were included, which, after applying the inclusion and exclusion criteria, were categorized into 3 groups: research on education for ethnic-racial relations in rural schools; the school and the struggle for land; and culture and identity of the peasant people. The year of publication, author, title, name of the program/university and periodical, type (dissertation, thesis or periodical), indicated keywords, objectives, method and collection instruments, participants, main results and conclusions/recommendations. The results indicated the predominance of qualitative methods, through the use of semi-structured interviews, informal interviews, document analysis, ethnography, case study, field diary, participant observation, literature review, conversation circle, among others. These strategies make it possible to know the experiences of the subjects involved in educational practices for the implementation of the Law. There was a small number of works found, in the selected databases, on the theme that addresses the applicability of the Law in rural schools. It is recommended the development of researches that evaluate the effectiveness of the Law, especially with large samples and with quantitative designs.RESUMEN. Esta revisión tiene como objetivo analizar la producción científica sobre la aplicación de la Ley Federal n. 10.639/03 en escuelas rurales de Brasil. La encuesta siguió el protocolo Main Items for reporting Systematic Reviews and Met-analyses - PRISMA, y fue realizada en las bases de datos de la Biblioteca Digital Brasileña de Tesis y Disertaciones (CAPES), Biblioteca Electrónica Científica en Línea - Scielo, Asociación Brasileña de Investigadores Negros (ABPN), Web of Science, colección digital de la universidad de Dortmund y el Repositorio Institucional de la Universidad Federal de Tocantins (UFT). Se incluyeron diecinueve informes de investigación, que luego de aplicar los criterios de inclusión y exclusión, fueron categorizados en 3 grupos: investigaciones sobre educación para las relaciones étnico-raciales en escuelas rurales; la escuela y la lucha por la tierra; y la cultura e identidad del pueblo campesino. El año de publicación, autor, título, nombre del programa/universidad y revista, tipo (disertación, tesis o revista), palabras clave indicadas, objetivos, método e instrumentos de recolección, participantes, principales resultados y conclusiones/recomendaciones. Los resultados indicaron el predominio de los métodos cualitativos, mediante el uso de entrevistas semiestructuradas, entrevistas informales, análisis documental, etnográfico, estudio de caso, diario de campo, observación participante, revisión bibliográfica, rueda de conversación, entre otros. Estas estrategias posibilitan el conocimiento de las experiencias de los sujetos involucrados en las prácticas educativas para la efectividad de la Ley. Fueron encontrados pocos trabajos, en las bases de datos seleccionadas, sobre el tema que aborda la aplicabilidad de la Ley en las escuelas rurales. Se recomienda realizar investigaciones para evaluar la efectividad de la Ley, especialmente con muestras grandes y diseños cuantitativos.ABSTRACT. This review aims to analyze the scientific production on the application of Federal Law n. 10,639/03 in rural schools in Brazil. The survey followed the protocol of Main Items to Report Systematic Reviews and Meta-analyses- PRISMA, and was carried out in the databases of the Brazilian Digital Library of Theses and Dissertations (CAPES), Online Scientific Electronic Library- Scielo, Brazilian Association of Black Researchers (ABPN), Web of Science, digital collection of the University of Dortmund and the Institutional Repository of the Federal University of Tocantins (UFT). Nineteen research reports were included, which, after applying the inclusion and exclusion criteria, were categorized into 3 groups: research on education for ethnic-racial relations in rural schools; the school and the struggle for land; and culture and identity of the peasant people. The year of publication, author, title, name of the program/university and periodical, type (dissertation, thesis or periodical), indicated keywords, objectives, method and collection instruments, participants, main results and conclusions/recommendations. The results indicated the predominance of qualitative methods, through the use of semi-structured interviews, informal interviews, document analysis, ethnography, case study, field diary, participant observation, literature review, conversation circle, among others. These strategies make it possible to know the experiences of the subjects involved in educational practices for the implementation of the Law. There was a small number of works found, in the selected databases, on the theme that addresses the applicability of the Law in rural schools. It is recommended the development of researches that evaluate the effectiveness of the Law, especially with large samples and with quantitative designs.Esta revisão tem por objetivo analisar a produção científica sobre a aplicação da Lei Federal n. 10.639/2003 nas escolas do campo no Brasil. O levantamento seguiu o protocolo de Principais Itens para Relatar Revisões Sistemáticas e Meta-Análises (PRISMA) e foi realizado nas bases de dados da Biblioteca Digital Brasileira de Teses e Dissertações (CAPES), Biblioteca Eletrônica Científica Online (Scielo), Associação Brasileira de Pesquisadores Negros (ABPN), Web of Science, acervo digital da Universidade de Dortmund e do Repositório Institucional da Universidade Federal do Tocantins (UFT). Foram incluídos 19 relatos de pesquisas que, após aplicação dos critérios de inclusão e exclusão, foram categorizados em três grupos: as pesquisas sobre a educação para as relações étnico-raciais nas escolas do campo; a escola e a luta pela terra; e cultura e identidade do povo camponês. Levantou-se, ainda, o ano de publicação, autor, título, nome do programa/universidade e periódico, tipo (dissertação, tese ou periódico), palavras-chave indicadas, objetivos, método e instrumentos de coleta, participantes, principais resultados e conclusões/recomendações. Os resultados indicaram a predominância de métodos qualitativos, por meio da utilização de entrevistas semiestruturadas, entrevistas informais, análise documental, etnográfico, estudo de caso, diário de campo, observação participante, revisão bibliográfica, roda de conversa, entre outros. Essas estratégias possibilitam o conhecimento das vivências dos sujeitos envolvidos nas práticas educativas para efetivação da Lei. Notou-se um número reduzido de trabalhos encontrados, nas bases de dados selecionadas, sobre a temática que aborda a aplicabilidade da Lei em escola do campo. Recomenda-se desenvolvimento de pesquisas que avaliem a efetivação da Lei, especialmente com amostras grandes e com delineamentos quantitativos.
Palavras-chave: educação do campo, Lei n. 10.639/2003, relações étnico-raciais.
Systematic review on the appreciation of Afro-Brazilian culture in rural schools
ABSTRACT. This review aims to analyze the scientific production on the application of Federal Law n. 10,639/03 in rural schools in Brazil. The survey followed the protocol of Main Items to Report Systematic Reviews and Meta-analyses- PRISMA, and was carried out in the databases of the Brazilian Digital Library of Theses and Dissertations (CAPES), Online Scientific Electronic Library- Scielo, Brazilian Association of Black Researchers (ABPN), Web of Science, digital collection of the University of Dortmund and the Institutional Repository of the Federal University of Tocantins (UFT). Nineteen research reports were included, which, after applying the inclusion and exclusion criteria, were categorized into 3 groups: research on education for ethnic-racial relations in rural schools; the school and the struggle for land; and culture and identity of the peasant people. The year of publication, author, title, name of the program/university and periodical, type (dissertation, thesis or periodical), indicated keywords, objectives, method and collection instruments, participants, main results and conclusions/recommendations. The results indicated the predominance of qualitative methods, through the use of semi-structured interviews, informal interviews, document analysis, ethnography, case study, field diary, participant observation, literature review, conversation circle, among others. These strategies make it possible to know the experiences of the subjects involved in educational practices for the implementation of the Law. There was a small number of works found, in the selected databases, on the theme that addresses the applicability of the Law in rural schools. It is recommended the development of researches that evaluate the effectiveness of the Law, especially with large samples and with quantitative designs.
Keywords: rural education, law 10.639/2003, ethnic-racial relations.
Revisión sistemática sobre la valorización de la cultura afrobrasileña en las escuelas rurales
RESUMEN. Esta revisión tiene como objetivo analizar la producción científica sobre la aplicación de la Ley Federal n. 10.639/03 en escuelas rurales de Brasil. La encuesta siguió el protocolo Main Items for reporting Systematic Reviews and Met-analyses - PRISMA, y fue realizada en las bases de datos de la Biblioteca Digital Brasileña de Tesis y Disertaciones (CAPES), Biblioteca Electrónica Científica en Línea - Scielo, Asociación Brasileña de Investigadores Negros (ABPN), Web of Science, colección digital de la universidad de Dortmund y el Repositorio Institucional de la Universidad Federal de Tocantins (UFT). Se incluyeron diecinueve informes de investigación, que luego de aplicar los criterios de inclusión y exclusión, fueron categorizados en 3 grupos: investigaciones sobre educación para las relaciones étnico-raciales en escuelas rurales; la escuela y la lucha por la tierra; y la cultura e identidad del pueblo campesino. El año de publicación, autor, título, nombre del programa/universidad y revista, tipo (disertación, tesis o revista), palabras clave indicadas, objetivos, método e instrumentos de recolección, participantes, principales resultados y conclusiones/recomendaciones. Los resultados indicaron el predominio de los métodos cualitativos, mediante el uso de entrevistas semiestructuradas, entrevistas informales, análisis documental, etnográfico, estudio de caso, diario de campo, observación participante, revisión bibliográfica, rueda de conversación, entre otros. Estas estrategias posibilitan el conocimiento de las experiencias de los sujetos involucrados en las prácticas educativas para la efectividad de la Ley. Fueron encontrados pocos trabajos, en las bases de datos seleccionadas, sobre el tema que aborda la aplicabilidad de la Ley en las escuelas rurales. Se recomienda realizar investigaciones para evaluar la efectividad de la Ley, especialmente con muestras grandes y diseños cuantitativos.
Palabras clave: educación rural, ley 10.639/2003, relaciones étnico-raciales
Contribución al desarrollo local desde la perspectiva de un campus universitario
Get PDFContribuição para o desenvolvimento local na perspectiva de um campus universitário
O Estado e o Governo cubano têm direcionado seus esforços para fortalecer e aperfeiçoar os processos nos municípios. O objetivo: avaliar a contribuição para o desenvolvimento local na perspectiva de um campus universitário. Es investigação mista orientada pelo método de estudo de caso, pelos métodos teórico e empírico, estatístico e/ou matemático (calculo porcentual como procedimiento), durante cinco anos. Los datos cuatitativos y cualitativos demuestran e avaliação das contribuições do campus universitário para o desenvolvimento local por la preparación de los recouses humanos, asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palavras-chave: campus universitário, desenvolvimento local, efectivity, melhoria de processos.
Contribución al desarrollo local desde la perspectiva de un campus universitario
RESUMEN. El Estado y del Gobierno cubano han dirigido sus esfuerzos al fortalecimiento y perfeccionamiento de los procesos en los municipios. El objetivo: valorar la contribución al desarrollo local desde la perspectiva de un campus universitario. La investigación es mixta guiada por el método de estudio de caso, los métodos teóricos y empíricos, estadístico y/o matemático (cálculo porcentual como procedimiento), durante cinco años. Los datos cuantitativos y cualitativos demuestran la efectividad de la labor del Campus Universitario en el desarrollo local, en la preparación de los recursos humanos, la asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palabras clave: campus universitário, desarrollo local, efectividad, mejora de los procesos.
Contribution to local development from the university campus perspective
ABSTRACT. The State and the Cuban Government have directed their efforts to strengthening and perfecting the processes in the municipalities. The objective: to assess the contribution to local development from the perspective of a university campus. It mixed investigation guided by the case study method, the theoretical and empirical, statistical and/or mathematical methods (percent calculi as proceeding), during five years. The quantitative and qualitative data, assessment the effective University Campus labor focus to local development. As the result of human resource capacity, methodology assessor in: elaborations, approbation and evaluating of different project at territory.
Keywords: campus university, development municipal, improve of process, effectivity.Contribuição para o desenvolvimento local na perspectiva de um campus universitário
O Estado e o Governo cubano têm direcionado seus esforços para fortalecer e aperfeiçoar os processos nos municípios. O objetivo: avaliar a contribuição para o desenvolvimento local na perspectiva de um campus universitário. Es investigação mista orientada pelo método de estudo de caso, pelos métodos teórico e empírico, estatístico e/ou matemático (calculo porcentual como procedimiento), durante cinco anos. Los datos cuatitativos y cualitativos demuestran e avaliação das contribuições do campus universitário para o desenvolvimento local por la preparación de los recouses humanos, asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palavras-chave: campus universitário, desenvolvimento local, efectivity, melhoria de processos.
Contribución al desarrollo local desde la perspectiva de un campus universitario
RESUMEN. El Estado y del Gobierno cubano han dirigido sus esfuerzos al fortalecimiento y perfeccionamiento de los procesos en los municipios. El objetivo: valorar la contribución al desarrollo local desde la perspectiva de un campus universitario. La investigación es mixta guiada por el método de estudio de caso, los métodos teóricos y empíricos, estadístico y/o matemático (cálculo porcentual como procedimiento), durante cinco años. Los datos cuantitativos y cualitativos demuestran la efectividad de la labor del Campus Universitario en el desarrollo local, en la preparación de los recursos humanos, la asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palabras clave: campus universitário, desarrollo local, efectividad, mejora de los procesos.
Contribution to local development from the university campus perspective
ABSTRACT. The State and the Cuban Government have directed their efforts to strengthening and perfecting the processes in the municipalities. The objective: to assess the contribution to local development from the perspective of a university campus. It mixed investigation guided by the case study method, the theoretical and empirical, statistical and/or mathematical methods (percent calculi as proceeding), during five years. The quantitative and qualitative data, assessment the effective University Campus labor focus to local development. As the result of human resource capacity, methodology assessor in: elaborations, approbation and evaluating of different project at territory.
Keywords: campus university, development municipal, improve of process, effectivity.Contribuição para o desenvolvimento local na perspectiva de um campus universitário
O Estado e o Governo cubano têm direcionado seus esforços para fortalecer e aperfeiçoar os processos nos municípios. O objetivo: avaliar a contribuição para o desenvolvimento local na perspectiva de um campus universitário. Es investigação mista orientada pelo método de estudo de caso, pelos métodos teórico e empírico, estatístico e/ou matemático (calculo porcentual como procedimiento), durante cinco anos. Los datos cuatitativos y cualitativos demuestran e avaliação das contribuições do campus universitário para o desenvolvimento local por la preparación de los recouses humanos, asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palavras-chave: campus universitário, desenvolvimento local, efectivity, melhoria de processos.
Contribución al desarrollo local desde la perspectiva de un campus universitario
RESUMEN. El Estado y del Gobierno cubano han dirigido sus esfuerzos al fortalecimiento y perfeccionamiento de los procesos en los municipios. El objetivo: valorar la contribución al desarrollo local desde la perspectiva de un campus universitario. La investigación es mixta guiada por el método de estudio de caso, los métodos teóricos y empíricos, estadístico y/o matemático (cálculo porcentual como procedimiento), durante cinco años. Los datos cuantitativos y cualitativos demuestran la efectividad de la labor del Campus Universitario en el desarrollo local, en la preparación de los recursos humanos, la asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palabras clave: campus universitário, desarrollo local, efectividad, mejora de los procesos.
Contribution to local development from the university campus perspective
ABSTRACT. The State and the Cuban Government have directed their efforts to strengthening and perfecting the processes in the municipalities. The objective: to assess the contribution to local development from the perspective of a university campus. It mixed investigation guided by the case study method, the theoretical and empirical, statistical and/or mathematical methods (percent calculi as proceeding), during five years. The quantitative and qualitative data, assessment the effective University Campus labor focus to local development. As the result of human resource capacity, methodology assessor in: elaborations, approbation and evaluating of different project at territory.
Keywords: campus university, development municipal, improve of process, effectivity.Contribuição para o desenvolvimento local na perspectiva de um campus universitário
O Estado e o Governo cubano têm direcionado seus esforços para fortalecer e aperfeiçoar os processos nos municípios. O objetivo: avaliar a contribuição para o desenvolvimento local na perspectiva de um campus universitário. Es investigação mista orientada pelo método de estudo de caso, pelos métodos teórico e empírico, estatístico e/ou matemático (calculo porcentual como procedimiento), durante cinco anos. Los datos cuatitativos y cualitativos demuestran e avaliação das contribuições do campus universitário para o desenvolvimento local por la preparación de los recouses humanos, asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palavras-chave: campus universitário, desenvolvimento local, efectivity, melhoria de processos.
Contribución al desarrollo local desde la perspectiva de un campus universitario
RESUMEN. El Estado y del Gobierno cubano han dirigido sus esfuerzos al fortalecimiento y perfeccionamiento de los procesos en los municipios. El objetivo: valorar la contribución al desarrollo local desde la perspectiva de un campus universitario. La investigación es mixta guiada por el método de estudio de caso, los métodos teóricos y empíricos, estadístico y/o matemático (cálculo porcentual como procedimiento), durante cinco años. Los datos cuantitativos y cualitativos demuestran la efectividad de la labor del Campus Universitario en el desarrollo local, en la preparación de los recursos humanos, la asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palabras clave: campus universitário, desarrollo local, efectividad, mejora de los procesos.
Contribution to local development from the university campus perspective
ABSTRACT. The State and the Cuban Government have directed their efforts to strengthening and perfecting the processes in the municipalities. The objective: to assess the contribution to local development from the perspective of a university campus. It mixed investigation guided by the case study method, the theoretical and empirical, statistical and/or mathematical methods (percent calculi as proceeding), during five years. The quantitative and qualitative data, assessment the effective University Campus labor focus to local development. As the result of human resource capacity, methodology assessor in: elaborations, approbation and evaluating of different project at territory.
Keywords: campus university, development municipal, improve of process, effectivity.Contribuição para o desenvolvimento local na perspectiva de um campus universitário
O Estado e o Governo cubano têm direcionado seus esforços para fortalecer e aperfeiçoar os processos nos municípios. O objetivo: avaliar a contribuição para o desenvolvimento local na perspectiva de um campus universitário. Es investigação mista orientada pelo método de estudo de caso, pelos métodos teórico e empírico, estatístico e/ou matemático (calculo porcentual como procedimiento), durante cinco anos. Los datos cuatitativos y cualitativos demuestran e avaliação das contribuições do campus universitário para o desenvolvimento local por la preparación de los recouses humanos, asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palavras-chave: campus universitário, desenvolvimento local, efectivity, melhoria de processos.
Contribución al desarrollo local desde la perspectiva de un campus universitario
RESUMEN. El Estado y del Gobierno cubano han dirigido sus esfuerzos al fortalecimiento y perfeccionamiento de los procesos en los municipios. El objetivo: valorar la contribución al desarrollo local desde la perspectiva de un campus universitario. La investigación es mixta guiada por el método de estudio de caso, los métodos teóricos y empíricos, estadístico y/o matemático (cálculo porcentual como procedimiento), durante cinco años. Los datos cuantitativos y cualitativos demuestran la efectividad de la labor del Campus Universitario en el desarrollo local, en la preparación de los recursos humanos, la asesoría metodológica en la elaboración, aprobación y evaluación de diferentes proyectos en el territorio.
Palabras clave: campus universitário, desarrollo local, efectividad, mejora de los procesos.
Contribution to local development from the university campus perspective
ABSTRACT. The State and the Cuban Government have directed their efforts to strengthening and perfecting the processes in the municipalities. The objective: to assess the contribution to local development from the perspective of a university campus. It mixed investigation guided by the case study method, the theoretical and empirical, statistical and/or mathematical methods (percent calculi as proceeding), during five years. The quantitative and qualitative data, assessment the effective University Campus labor focus to local development. As the result of human resource capacity, methodology assessor in: elaborations, approbation and evaluating of different project at territory.
Keywords: campus university, development municipal, improve of process, effectivity
A construção histórica das práticas escolares das escolas Família Agrícola do Rio Grande do Sul
Get PDFABSTRACT. In Rio Grande do Sul (RS), since 2010, the Agricultural Family Schools (EFA) have been undergoing an expansion process. There are four schools in this settings at the state, linked to the precepts of Rural Education and the Alternancy Pedagogy. The objective of this work is to describe the historical trajectory of Rural Education, the Alternancy Pedagogy and the relevant legislation in RS. Furthermore, it intends to evaluate its influence in the process of expansion and organization of EFA. The research was carried out in two stages: the exploratory study and the field research. Data collection was carried out through semi-structured interviews with the EFA’s pedagogical coordinators and monitors. The results demonstrate that successful experiences with the Alternancy Pedagogy are directly related to the participation of the community and rural social movements. It was possible to understand that in RS the specific legislation also benefited the process of increasing the number of EFA through joint actions with the State Committee for Rural Education.ABSTRACT. In Rio Grande do Sul (RS), since 2010, the Agricultural Family Schools (EFA) have been undergoing an expansion process. There are four schools in this settings at the state, linked to the precepts of Rural Education and the Alternancy Pedagogy. The objective of this work is to describe the historical trajectory of Rural Education, the Alternancy Pedagogy and the relevant legislation in RS. Furthermore, it intends to evaluate its influence in the process of expansion and organization of EFA. The research was carried out in two stages: the exploratory study and the field research. Data collection was carried out through semi-structured interviews with the EFA’s pedagogical coordinators and monitors. The results demonstrate that successful experiences with the Alternancy Pedagogy are directly related to the participation of the community and rural social movements. It was possible to understand that in RS the specific legislation also benefited the process of increasing the number of EFA through joint actions with the State Committee for Rural Education.RESUMEN. En RS, a partir del año 2010, las EFA pasaron por un proceso de expansión. El estado cuenta con cuatro escuelas en este formato, vinculadas a los preceptos de la Educación Rural y la Pedagogía de la Alternancia. El objetivo de este trabajo es describir la trayectoria histórica de la Educación Rural, la Pedagogía de la Alternancia y la legislación pertinente en RS. Además, pretende evaluar su influencia en el proceso de expansión y organización de las EFA. La investigación se llevó a cabo en dos etapas: el estudio exploratorio y la investigación de campo. La recolección de datos se realizó a través de entrevistas semiestructuradas con los coordinadores pedagógicos y monitores de las EFA. Los resultados muestran que las experiencias exitosas con la Pedagogía de la Alternancia están directamente vinculadas a la participación de la comunidad y los movimientos sociales rurales. Fue posible comprender que en RS la legislación específica también benefició el proceso de ampliación del número de EFA, a través de acciones conjuntas con el Comité Estatal de Educación Rural.ABSTRACT. In Rio Grande do Sul (RS), since 2010, the Agricultural Family Schools (EFA) have been undergoing an expansion process. There are four schools in this settings at the state, linked to the precepts of Rural Education and the Alternancy Pedagogy. The objective of this work is to describe the historical trajectory of Rural Education, the Alternancy Pedagogy and the relevant legislation in RS. Furthermore, it intends to evaluate its influence in the process of expansion and organization of EFA. The research was carried out in two stages: the exploratory study and the field research. Data collection was carried out through semi-structured interviews with the EFA’s pedagogical coordinators and monitors. The results demonstrate that successful experiences with the Alternancy Pedagogy are directly related to the participation of the community and rural social movements. It was possible to understand that in RS the specific legislation also benefited the process of increasing the number of EFA through joint actions with the State Committee for Rural Education.No Rio Grande do Sul (RS), a partir do ano de 2010, as Escolas Família Agrícola (EFAs) têm passado por um processo de expansão. O estado conta com quatro escolas nesse formato, vinculadas aos preceitos da Educação do Campo e da Pedagogia da Alternância. O objetivo deste trabalho consiste em descrever a trajetória histórica da Educação do Campo, da Pedagogia da Alternância e da legislação competente no RS. Além disso, pretende-se avaliar a sua influência no processo de ampliação e organização das EFAs. A pesquisa foi realizada em duas etapas: o estudo exploratório e a pesquisa de campo. A coleta dos dados foi realizada por meio de entrevistas semiestruturadas com os coordenadores pedagógicos e monitores das EFAs. Os resultados demonstram que experiências bem-sucedidas com a Pedagogia da Alternância estão diretamente ligadas à participação da comunidade e dos movimentos sociais do campo. Foi possível compreender que no RS a legislação específica também beneficiou o processo de ampliação do número de EFAs por meio de ações conjuntas com o Comitê Estadual de Educação do Campo.
Palavras-chave: educação do campo, monitores, pedagogia da alternância.
The Historical Construction of School Practices of Agricultural Family Schools in Rio Grande do Sul
ABSTRACT. In Rio Grande do Sul (RS), since 2010, the Agricultural Family Schools (EFA) have been undergoing an expansion process. There are four schools in this settings at the state, linked to the precepts of Rural Education and the Alternancy Pedagogy. The objective of this work is to describe the historical trajectory of Rural Education, the Alternancy Pedagogy and the relevant legislation in RS. Furthermore, it intends to evaluate its influence in the process of expansion and organization of EFA. The research was carried out in two stages: the exploratory study and the field research. Data collection was carried out through semi-structured interviews with the EFA’s pedagogical coordinators and monitors. The results demonstrate that successful experiences with the Alternancy Pedagogy are directly related to the participation of the community and rural social movements. It was possible to understand that in RS the specific legislation also benefited the process of increasing the number of EFA through joint actions with the State Committee for Rural Education.
Keywords: rural education, monitors, alternancy pedagogy.
La construcción histórica de las prácticas escolares de las escuelas familiares agrícolas en Rio Grande do Sul
RESUMEN. En RS, a partir del año 2010, las EFA pasaron por un proceso de expansión. El estado cuenta con cuatro escuelas en este formato, vinculadas a los preceptos de la Educación Rural y la Pedagogía de la Alternancia. El objetivo de este trabajo es describir la trayectoria histórica de la Educación Rural, la Pedagogía de la Alternancia y la legislación pertinente en RS. Además, pretende evaluar su influencia en el proceso de expansión y organización de las EFA. La investigación se llevó a cabo en dos etapas: el estudio exploratorio y la investigación de campo. La recolección de datos se realizó a través de entrevistas semiestructuradas con los coordinadores pedagógicos y monitores de las EFA. Los resultados muestran que las experiencias exitosas con la Pedagogía de la Alternancia están directamente vinculadas a la participación de la comunidad y los movimientos sociales rurales. Fue posible comprender que en RS la legislación específica también benefició el proceso de ampliación del número de EFA, a través de acciones conjuntas con el Comité Estatal de Educación Rural.
Palabras clave: educación rural, monitores, pedagogía de la alternancia
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
Get PDFAlgumas reflexões sobre a alternância nos CEFFA como um sistema pedagógico complexo
RESUMO. O sistema pedagógico de alternância, tal como entendido e aplicado nos CEFFA (Centros Educativos Familiares de Formação em Alternância), surgiu como resposta à falta de relevância da educação do campo no final do primeiro terço do século XX. Desde então, mais de mil CEFFAs surgiram em mais de 30 países ao redor do mundo e pesquisas científicas relevantes foram realizadas sobre eles. Este artigo tem como objetivo refletir sobre a alternância considerada como pedagogia complexa a partir de uma revisão bibliográfica prévia. Partindo de algumas formas distorcidas de alternância, no caso dos CEFFA ela é enquadrada como um de seus pilares e sua relação com os componentes que o tornam um sistema é enquadrado. Por fim, destacam-se os aspectos que permitem classificar o sistema de alternância como complexo.
Palavras-chave: Alternância, CEFFA, Sistema pedagógico complexo.
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
RESUMEN. El sistema pedagógico de alternancia, tal y como se entiende y aplica en los CEFFA (Centros Educativos Familiares de Formación en Alternancia), surgió como una respuesta ante la falta de pertinencia de la educación rural a finales del primer tercio del siglo XX. Desde entonces, han aparecido más de un millar de CEFFA en más de 30 países del mundo y se han realizado investigaciones científicas relevantes sobre ellos. El presente artículo pretende reflexionar sobre la alternancia considerada como pedagogía compleja a partir de una previa revisión bibliográfica. Partiendo de algunas formas desvirtuadas de alternancia, en el caso de los CEFFA se encuadra como uno de sus pilares y se enmarca su relación con los componentes que la convierten en un sistema. Finalmente, se ponen de manifiesto los aspectos que nos permiten catalogar el sistema de alternancia como complejo.
Palabras clave: Alternancia, CEFFA, Sistema pedagógico complejo.
Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System
ABSTRACT. The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.
Keywords: Alternating Cycle, CEFFA, Complex Pedagogical System.Algumas reflexões sobre a alternância nos CEFFA como um sistema pedagógico complexo
RESUMO. O sistema pedagógico de alternância, tal como entendido e aplicado nos CEFFA (Centros Educativos Familiares de Formação em Alternância), surgiu como resposta à falta de relevância da educação do campo no final do primeiro terço do século XX. Desde então, mais de mil CEFFAs surgiram em mais de 30 países ao redor do mundo e pesquisas científicas relevantes foram realizadas sobre eles. Este artigo tem como objetivo refletir sobre a alternância considerada como pedagogia complexa a partir de uma revisão bibliográfica prévia. Partindo de algumas formas distorcidas de alternância, no caso dos CEFFA ela é enquadrada como um de seus pilares e sua relação com os componentes que o tornam um sistema é enquadrado. Por fim, destacam-se os aspectos que permitem classificar o sistema de alternância como complexo.
Palavras-chave: Alternância, CEFFA, Sistema pedagógico complexo.
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
RESUMEN. El sistema pedagógico de alternancia, tal y como se entiende y aplica en los CEFFA (Centros Educativos Familiares de Formación en Alternancia), surgió como una respuesta ante la falta de pertinencia de la educación rural a finales del primer tercio del siglo XX. Desde entonces, han aparecido más de un millar de CEFFA en más de 30 países del mundo y se han realizado investigaciones científicas relevantes sobre ellos. El presente artículo pretende reflexionar sobre la alternancia considerada como pedagogía compleja a partir de una previa revisión bibliográfica. Partiendo de algunas formas desvirtuadas de alternancia, en el caso de los CEFFA se encuadra como uno de sus pilares y se enmarca su relación con los componentes que la convierten en un sistema. Finalmente, se ponen de manifiesto los aspectos que nos permiten catalogar el sistema de alternancia como complejo.
Palabras clave: Alternancia, CEFFA, Sistema pedagógico complejo.
Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System
ABSTRACT. The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.
Keywords: Alternating Cycle, CEFFA, Complex Pedagogical System.Algumas reflexões sobre a alternância nos CEFFA como um sistema pedagógico complexo
RESUMO. O sistema pedagógico de alternância, tal como entendido e aplicado nos CEFFA (Centros Educativos Familiares de Formação em Alternância), surgiu como resposta à falta de relevância da educação do campo no final do primeiro terço do século XX. Desde então, mais de mil CEFFAs surgiram em mais de 30 países ao redor do mundo e pesquisas científicas relevantes foram realizadas sobre eles. Este artigo tem como objetivo refletir sobre a alternância considerada como pedagogia complexa a partir de uma revisão bibliográfica prévia. Partindo de algumas formas distorcidas de alternância, no caso dos CEFFA ela é enquadrada como um de seus pilares e sua relação com os componentes que o tornam um sistema é enquadrado. Por fim, destacam-se os aspectos que permitem classificar o sistema de alternância como complexo.
Palavras-chave: Alternância, CEFFA, Sistema pedagógico complexo.
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
RESUMEN. El sistema pedagógico de alternancia, tal y como se entiende y aplica en los CEFFA (Centros Educativos Familiares de Formación en Alternancia), surgió como una respuesta ante la falta de pertinencia de la educación rural a finales del primer tercio del siglo XX. Desde entonces, han aparecido más de un millar de CEFFA en más de 30 países del mundo y se han realizado investigaciones científicas relevantes sobre ellos. El presente artículo pretende reflexionar sobre la alternancia considerada como pedagogía compleja a partir de una previa revisión bibliográfica. Partiendo de algunas formas desvirtuadas de alternancia, en el caso de los CEFFA se encuadra como uno de sus pilares y se enmarca su relación con los componentes que la convierten en un sistema. Finalmente, se ponen de manifiesto los aspectos que nos permiten catalogar el sistema de alternancia como complejo.
Palabras clave: Alternancia, CEFFA, Sistema pedagógico complejo.
Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System
ABSTRACT. The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.
Keywords: Alternating Cycle, CEFFA, Complex Pedagogical System.Algumas reflexões sobre a alternância nos CEFFA como um sistema pedagógico complexo
RESUMO. O sistema pedagógico de alternância, tal como entendido e aplicado nos CEFFA (Centros Educativos Familiares de Formação em Alternância), surgiu como resposta à falta de relevância da educação do campo no final do primeiro terço do século XX. Desde então, mais de mil CEFFAs surgiram em mais de 30 países ao redor do mundo e pesquisas científicas relevantes foram realizadas sobre eles. Este artigo tem como objetivo refletir sobre a alternância considerada como pedagogia complexa a partir de uma revisão bibliográfica prévia. Partindo de algumas formas distorcidas de alternância, no caso dos CEFFA ela é enquadrada como um de seus pilares e sua relação com os componentes que o tornam um sistema é enquadrado. Por fim, destacam-se os aspectos que permitem classificar o sistema de alternância como complexo.
Palavras-chave: Alternância, CEFFA, Sistema pedagógico complexo.
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
RESUMEN. El sistema pedagógico de alternancia, tal y como se entiende y aplica en los CEFFA (Centros Educativos Familiares de Formación en Alternancia), surgió como una respuesta ante la falta de pertinencia de la educación rural a finales del primer tercio del siglo XX. Desde entonces, han aparecido más de un millar de CEFFA en más de 30 países del mundo y se han realizado investigaciones científicas relevantes sobre ellos. El presente artículo pretende reflexionar sobre la alternancia considerada como pedagogía compleja a partir de una previa revisión bibliográfica. Partiendo de algunas formas desvirtuadas de alternancia, en el caso de los CEFFA se encuadra como uno de sus pilares y se enmarca su relación con los componentes que la convierten en un sistema. Finalmente, se ponen de manifiesto los aspectos que nos permiten catalogar el sistema de alternancia como complejo.
Palabras clave: Alternancia, CEFFA, Sistema pedagógico complejo.
Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System
ABSTRACT. The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.
Keywords: Alternating Cycle, CEFFA, Complex Pedagogical System.Algumas reflexões sobre a alternância nos CEFFA como um sistema pedagógico complexo
RESUMO. O sistema pedagógico de alternância, tal como entendido e aplicado nos CEFFA (Centros Educativos Familiares de Formação em Alternância), surgiu como resposta à falta de relevância da educação do campo no final do primeiro terço do século XX. Desde então, mais de mil CEFFAs surgiram em mais de 30 países ao redor do mundo e pesquisas científicas relevantes foram realizadas sobre eles. Este artigo tem como objetivo refletir sobre a alternância considerada como pedagogia complexa a partir de uma revisão bibliográfica prévia. Partindo de algumas formas distorcidas de alternância, no caso dos CEFFA ela é enquadrada como um de seus pilares e sua relação com os componentes que o tornam um sistema é enquadrado. Por fim, destacam-se os aspectos que permitem classificar o sistema de alternância como complexo.
Palavras-chave: Alternância, CEFFA, Sistema pedagógico complexo.
Algunas reflexiones sobre la alternancia en los CEFFA como sistema pedagógico complejo
RESUMEN. El sistema pedagógico de alternancia, tal y como se entiende y aplica en los CEFFA (Centros Educativos Familiares de Formación en Alternancia), surgió como una respuesta ante la falta de pertinencia de la educación rural a finales del primer tercio del siglo XX. Desde entonces, han aparecido más de un millar de CEFFA en más de 30 países del mundo y se han realizado investigaciones científicas relevantes sobre ellos. El presente artículo pretende reflexionar sobre la alternancia considerada como pedagogía compleja a partir de una previa revisión bibliográfica. Partiendo de algunas formas desvirtuadas de alternancia, en el caso de los CEFFA se encuadra como uno de sus pilares y se enmarca su relación con los componentes que la convierten en un sistema. Finalmente, se ponen de manifiesto los aspectos que nos permiten catalogar el sistema de alternancia como complejo.
Palabras clave: Alternancia, CEFFA, Sistema pedagógico complejo.
Some Reflections on Alternating Cycle in the CEFFA as a Complex Pedagogical System
ABSTRACT. The pedagogical system of alternating cycle, as understood and applied in the CEFFA (Family Educational Centers for Alternating Cycle Training), emerged as a response to the lack of relevance of rural education at the end of the first third of the twentieth century. Since then, more than a thousand CEFFAs have appeared in more than 30 countries around the world and relevant scientific research has been carried out on them. This article aims to reflect on alternating cycle considered as complex pedagogy based on a previous bibliographic review. Starting from some distorted forms of alternating cycle, in the case of the CEFFA it is framed as one of its pillars and its relationship with the components that make it a system is framed. Finally, the aspects that allow us to classify the alternating cycle system as complex are highlighted.
Keywords: Alternating Cycle, CEFFA, Complex Pedagogical System
Condições do trabalho docente durante a pandemia da Covid 19
Get PDFThe text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.
Keywords: teaching work, education, pandemic.The text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.
Keywords: teaching work, education, pandemic.El texto aborda parte de los resultados de la investigación "Educación y Escolarización Rural en tiempos de la pandemia de Covid-19" realizada por grupos de la Rede Latino-americana de estudos e pesquisas em Educação do Campo. Nuestro objetivo es analizar las condiciones laborales de los docentes en escuelas rurales durante la pandemia de Covid-19. Comenzamos con datos resultantes de entrevistas realizadas mediante cuestionarios y respondidas virtualmente. De las 645 respuestas obtenidas, seleccionamos a 18 docentes que trabajan en escuelas rurales en los años 2020 y 2021. Iniciamos el texto discutiendo el trabajo y el trabajador, recurriendo a Marx, en el contexto de una sociedad guiada por el modelo de desarrollo capitalista. En la segunda parte del texto, abordamos específicamente las condiciones laborales de los docentes en escuelas rurales durante la pandemia de Covid-19; el análisis se basa en las declaraciones de los entrevistados, interactuando con los elementos que presentaron. La precarización del trabajo y el agotamiento de los docentes durante este período se hicieron evidentes. Finalmente, presentamos algunas consideraciones sobre las experiencias vividas por los docentes durante la pandemia.
Palabras clave: trabajo docente, educación, pandemia.The text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.
Keywords: teaching work, education, pandemic.O texto trata parte dos resultados da pesquisa “Educação e escola do campo em tempos da pandemia da Covid-19” realizada por grupos da Rede Latino-americana de estudos e pesquisas em Educação do Campo. Temos como objetivo analisar as condições do trabalho docente nas escolas do campo durante a pandemia da Covid 19. Partimos dos dados resultantes das entrevistas realizadas com questionários e respondidas virtualmente. Das 645 respostas que obtivemos, selecionamos 18 professores que atuam em escolas do campo nos anos de 2020 e 2021. Iniciamos o texto discutido o trabalho e o trabalhador, a partir de Marx, no contexto da sociedade pautada no modelo de desenvolvimento do capital. Na segunda parte do texto tratamos especificamente das condições do trabalho docente nas escolas do campo durante a pandemia da Covid 19, a análise baseou-se nas falas dos entrevistados dialogando com os elementos por eles trazidos. Ficou evidente a precarização do trabalho e o desgaste do professor durante esse período. Por fim, apresentamos algumas considerações sobre o processo vivido pelos professores durante a pandemia.
Palavras-chave: trabalho docente, educação, pandemia.
Conditions of teaching work during the Covid 19 pandemic
ABSTRACT. The text discusses part of the results of the research "Education and Rural Schooling in the times of the Covid-19 pandemic" conducted by groups from the Rede Latino-Americana de escudos e pesquisas em Educação do Campo. Our objective is to analyze the working conditions of teachers in rural schools during the Covid-19 pandemic. We started with data resulting from interviews conducted with questionnaires and answered virtually. Out of the 645 responses we obtained, we selected 18 teachers who work in rural schools in the years 2020 and 2021. We begin the text by discussing labor and the worker, drawing on Marx, in the context of a society guided by the development model of capital. In the second part of the text, we specifically address the working conditions of teachers in rural schools during the Covid-19 pandemic; the analysis is based on the statements of the interviewees, engaging with the elements they brought forward. The precarization of work and the exhaustion of teachers during this period became evident. Finally, we present some considerations about the experiences lived by teachers during the pandemic.
Keywords: teaching work, education, pandemic.
Condiciones de trabajo docente durante la pandemia de Covid-19.)
RESUMEN. El texto aborda parte de los resultados de la investigación "Educación y Escolarización Rural en tiempos de la pandemia de Covid-19" realizada por grupos de la Rede Latino-americana de estudos e pesquisas em Educação do Campo. Nuestro objetivo es analizar las condiciones laborales de los docentes en escuelas rurales durante la pandemia de Covid-19. Comenzamos con datos resultantes de entrevistas realizadas mediante cuestionarios y respondidas virtualmente. De las 645 respuestas obtenidas, seleccionamos a 18 docentes que trabajan en escuelas rurales en los años 2020 y 2021. Iniciamos el texto discutiendo el trabajo y el trabajador, recurriendo a Marx, en el contexto de una sociedad guiada por el modelo de desarrollo capitalista. En la segunda parte del texto, abordamos específicamente las condiciones laborales de los docentes en escuelas rurales durante la pandemia de Covid-19; el análisis se basa en las declaraciones de los entrevistados, interactuando con los elementos que presentaron. La precarización del trabajo y el agotamiento de los docentes durante este período se hicieron evidentes. Finalmente, presentamos algunas consideraciones sobre las experiencias vividas por los docentes durante la pandemia.
Palabras clave: trabajo docente, educación, pandemia