Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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Formação de educadores do campo com ênfase em Tecnologias Digitais e metodologias ativas
Full text linkABSTRACT. This theoretical essay investigates the contributions of continuous training for rural educators, with an emphasis on the integration of Digital Technologies (DT) and Active Methodologies (AM) in the teaching of Natural Sciences in Amazonian contexts. Based on a methodological approach that combines a critical literature review and educational hermeneutics, the study analyzes the challenges faced by teachers in rural areas, especially in southwestern Pará, and suggests pathways toward a contextualized, critical, and emancipatory education. The results reveal that the dominant curricular model, rooted in urban and transmissive traditions, scarcely engages with local knowledge and the sociocultural realities of rural communities, undermining meaningful learning. However, the reflective incorporation of DT and AM into pedagogical practices, when combined with inclusive public policies and ongoing teacher training programs, can foster student protagonism, the appreciation of traditional knowledge, and the development of sustainable solutions within local territories. The study concludes that implementing a transformative rural education requires the articulation of technology, pedagogy, and territory, respecting peasant identities and promoting social justice.ABSTRACT. This theoretical essay investigates the contributions of continuous training for rural educators, with an emphasis on the integration of Digital Technologies (DT) and Active Methodologies (AM) in the teaching of Natural Sciences in Amazonian contexts. Based on a methodological approach that combines a critical literature review and educational hermeneutics, the study analyzes the challenges faced by teachers in rural areas, especially in southwestern Pará, and suggests pathways toward a contextualized, critical, and emancipatory education. The results reveal that the dominant curricular model, rooted in urban and transmissive traditions, scarcely engages with local knowledge and the sociocultural realities of rural communities, undermining meaningful learning. However, the reflective incorporation of DT and AM into pedagogical practices, when combined with inclusive public policies and ongoing teacher training programs, can foster student protagonism, the appreciation of traditional knowledge, and the development of sustainable solutions within local territories. The study concludes that implementing a transformative rural education requires the articulation of technology, pedagogy, and territory, respecting peasant identities and promoting social justice.RESUMEN. Este ensayo teórico investiga las contribuciones de la formación continua de educadores rurales, con énfasis en la integración de Tecnologías Digitales (TD) y Metodologías Activas (MA) en la enseñanza de las Ciencias Naturales en contextos amazónicos. A partir de un enfoque metodológico basado en la revisión crítica de la literatura y la hermenéutica educativa, el estudio analiza los desafíos enfrentados por los docentes en zonas rurales, especialmente en el suroeste de Pará, y propone caminos hacia una educación contextualizada, crítica y emancipadora. Los resultados muestran que el modelo curricular hegemónico, de base urbana y transmisiva, dialoga poco con los saberes locales y las realidades socioculturales de los pueblos rurales, lo que compromete un aprendizaje significativo. No obstante, la incorporación reflexiva de las TD y las MA en la práctica pedagógica, junto con políticas públicas inclusivas y programas de formación docente continua, puede potenciar el protagonismo estudiantil, la valorización del conocimiento tradicional y la construcción de soluciones sostenibles en el territorio. Se concluye que la efectividad de una educación rural transformadora requiere la articulación entre tecnología, pedagogía y territorio, respetando las identidades campesinas y promoviendo la justicia social.ABSTRACT. This theoretical essay investigates the contributions of continuous training for rural educators, with an emphasis on the integration of Digital Technologies (DT) and Active Methodologies (AM) in the teaching of Natural Sciences in Amazonian contexts. Based on a methodological approach that combines a critical literature review and educational hermeneutics, the study analyzes the challenges faced by teachers in rural areas, especially in southwestern Pará, and suggests pathways toward a contextualized, critical, and emancipatory education. The results reveal that the dominant curricular model, rooted in urban and transmissive traditions, scarcely engages with local knowledge and the sociocultural realities of rural communities, undermining meaningful learning. However, the reflective incorporation of DT and AM into pedagogical practices, when combined with inclusive public policies and ongoing teacher training programs, can foster student protagonism, the appreciation of traditional knowledge, and the development of sustainable solutions within local territories. The study concludes that implementing a transformative rural education requires the articulation of technology, pedagogy, and territory, respecting peasant identities and promoting social justice.Este ensaio teórico investiga as contribuições da formação continuada de educadores do campo, com ênfase na integração entre Tecnologias Digitais (TD) e Metodologias Ativas (MA) no ensino de Ciências da Natureza, em contextos amazônicos. A partir de uma abordagem metodológica baseada na revisão crítica da literatura e na hermenêutica educacional, o estudo analisa os desafios enfrentados pelos docentes em zonas rurais, especialmente no sudoeste do Pará, e aponta caminhos para uma educação contextualizada, crítica e emancipatória. Os resultados evidenciam que o modelo curricular hegemônico, de base urbana e transmissiva, pouco dialoga com os saberes locais e as realidades socioculturais dos povos do campo, comprometendo a aprendizagem significativa. No entanto, a incorporação reflexiva das TD e das MA na prática pedagógica, aliada a políticas públicas inclusivas e programas de formação docente contínua, pode potencializar o protagonismo discente, a valorização dos conhecimentos tradicionais e a construção de soluções sustentáveis no território. Conclui-se que a efetivação de uma educação do campo transformadora exige a articulação entre tecnologia, pedagogia e território, respeitando as identidades camponesas e promovendo justiça social.
Palavras-chave: campesinato, ensino de ciências, metodologias de ensino, formação de professores.
Training of rural educators with an emphasis on Digital Technologies and Active Methodologies
ABSTRACT. This theoretical essay investigates the contributions of continuous training for rural educators, with an emphasis on the integration of Digital Technologies (DT) and Active Methodologies (AM) in the teaching of Natural Sciences in Amazonian contexts. Based on a methodological approach that combines a critical literature review and educational hermeneutics, the study analyzes the challenges faced by teachers in rural areas, especially in southwestern Pará, and suggests pathways toward a contextualized, critical, and emancipatory education. The results reveal that the dominant curricular model, rooted in urban and transmissive traditions, scarcely engages with local knowledge and the sociocultural realities of rural communities, undermining meaningful learning. However, the reflective incorporation of DT and AM into pedagogical practices, when combined with inclusive public policies and ongoing teacher training programs, can foster student protagonism, the appreciation of traditional knowledge, and the development of sustainable solutions within local territories. The study concludes that implementing a transformative rural education requires the articulation of technology, pedagogy, and territory, respecting peasant identities and promoting social justice.
Keywords: peasantry, science teaching, teaching methodologies, teacher training.
Formación de educadores rurales con énfasis en Tecnologías Digitales y Metodologías Activas
RESUMEN. Este ensayo teórico investiga las contribuciones de la formación continua de educadores rurales, con énfasis en la integración de Tecnologías Digitales (TD) y Metodologías Activas (MA) en la enseñanza de las Ciencias Naturales en contextos amazónicos. A partir de un enfoque metodológico basado en la revisión crítica de la literatura y la hermenéutica educativa, el estudio analiza los desafíos enfrentados por los docentes en zonas rurales, especialmente en el suroeste de Pará, y propone caminos hacia una educación contextualizada, crítica y emancipadora. Los resultados muestran que el modelo curricular hegemónico, de base urbana y transmisiva, dialoga poco con los saberes locales y las realidades socioculturales de los pueblos rurales, lo que compromete un aprendizaje significativo. No obstante, la incorporación reflexiva de las TD y las MA en la práctica pedagógica, junto con políticas públicas inclusivas y programas de formación docente continua, puede potenciar el protagonismo estudiantil, la valorización del conocimiento tradicional y la construcción de soluciones sostenibles en el territorio. Se concluye que la efectividad de una educación rural transformadora requiere la articulación entre tecnología, pedagogía y territorio, respetando las identidades campesinas y promoviendo la justicia social.
Palabras clave: campesinado, enseñanza de las ciencias, metodologías de enseñanza, formación docente
INTERAÇÕES ENTRE A MATEMÁTICA E AS CIÊNCIAS NATURAIS: : MOTIVOS PARA DESCONFIANÇA?
Full text linkThis article seeks to conduct an epistemological reflection on some possibilities of interaction between Mathematics and the Natural Sciences. Its main concern involves the current questioning by some social groups, such as the so-called ‘flat-earthers’, in a broad sense, about the validity or relevance of this interaction. Not being a purely theoretical-conceptual work, the article was constructed in the form of an analysis of the practical exercise of the natural scientist’s craft with a concrete discipline, object, problematization, and methodology, highlighting the role constructed by him for Mathematics. The specific discipline selected is Planetary Geomorphology, discussing the role of gravitation in the general formation of the relief of the icy crust surface of the Jovian satellite Europa.Este artículo busca realizar una reflexión epistemológica sobre algunas posibilidades de interacción entre las Matemáticas y las Ciencias Naturales. Su principal preocupación se centra en los cuestionamientos actuales que existen por parte de algunos grupos sociales, como los llamados 'terraplanistas', en un sentido amplio, sobre la validez o pertinencia de esta interacción. No se trata de un trabajo meramente teórico-conceptual; el artículo ha sido construido en forma de un análisis del ejercicio práctico del oficio del científico natural, con una disciplina, objeto, problematización y metodología concretos, destacando en ello el papel que él ha construido para las Matemáticas. La disciplina específica seleccionada es la Geomorfología Planetaria, discutiendo el papel de la gravitación en la formación general del relieve de la superficie de la corteza helada del satélite joviano Europa.Este artigo busca realizar uma reflexão epistemológica sobre algumas possibilidades de interação entre a Matemática e as Ciências Naturais. Sua principal preocupação envolve os questionamentos existentes em nossa atualidade por parte de alguns grupos sociais, como os chamados “terraplanistas”, em sentido amplo, da validade ou pertinência desta interação. Não se tratando de um trabalho de cunho apenas teórico-conceitual, o artigo foi construído na forma de uma análise do exercício prático do ofício do cientista natural com uma disciplina, objeto, problematização e metodologia concretos, destacando nesta o papel construído por ele para a Matemática. A disciplina específica selecionada é a Geomorfologia Planetária, discutindo o papel da gravitação na formação geral do relevo da superfície da crosta gelada do satélite joviano Europa
ICMS ECOLÓGICO E PRESERVAÇÃO AMBIENTAL: avaliação das práticas de conservação do solo no Tocantins
Full text linkThe Ecological ICMS is an economic instrument of environmental management characterized as a tax mechanism that allows municipalities to access resources due to compliance with environmental criteria that vary according to state legislation. In Tocantins, the instrument was instituted in 2002 and has five transfer criteria, including soil conservation. This article, focusing on this criterion, analyzes whether municipalities in the State have been complying with it. The methodology is based on the descriptive analysis of the ecological ICMS questionnaires completed by the municipalities as a way of obtaining resources between the years 2014 and 2020. The results indicate that most municipalities have a municipal agricultural agency, but few have specialized technical staff. Less than 60% carry out training and 48% do not carry out road conservation actions, there is a mechanized patrol offer that has been expanded over the years. However, the distribution of limestone, seedlings, and soil and water conservation actions in Permanent Preservation Areas are negligible. Thus, this study and its results indicate the need for changes and adjustments in the Ecological ICMS criteria and improvement of actions not yet performed.O ICMS Ecológico é um instrumento econômico de gestão ambiental caracterizado como mecanismo tributário que permite aos municípios acesso a recursos em razão do atendimento de critérios ambientais que variam de acordo com as legislações estaduais. No Tocantins, o instrumento foi instituído em 2002 e conta com cinco critérios de repasse, dentre eles a conservação de solo. Este artigo, com foco neste critério, analisa se os municípios do Estado vêm cumprindo-o. A metodologia se baseia na análise descritiva dos questionários do ICMS ecológico preenchidos pelos municípios como forma de obtenção dos recursos entre os anos de 2014 e 2020. Os resultados indicam que a maioria dos municípios contam com órgão municipal agropecuário, mas poucos possuem corpo técnico especializado. Menos de 60% realizam capacitações e 48% não executam ações de conservação de estradas, há oferta de patrulha mecanizada que vem sendo ampliada ao longo dos anos. Todavia, a distribuição de calcário, de mudas, e ações de conservação de solo em água em Áreas de Preservação Permanente são irrisórias. Assim, esse estudo e seus resultados indicam a necessidade de alterações e ajustes nos critérios de ICMS Ecológico e aprimoramento das ações ainda não executadas
GEOGRAFIAS DA EDUCAÇÃO À DISTÂNCIA: a modalidade EaD a partir das experiências, percepções e representações de estudantes
Full text linkThis research aims to understand the experiences, perceptions and representations of university students in the distance modality and to apprehend the conformation of what they experienced in the 'university space' of this modality. For this, we use phenomenology in order to deepen the understanding of perceptions, representations and experiences, and also debated how the discussion about space in Geography is carried out when based on phenomenology and, finally, the debate about cyberspace due to the tribute it has for the modality. The operationalization of the research took place through meetings with seven students of the modality, both undergraduate and graduate and, through these meetings, we built the narratives that describe the meetings. Based on the description, we carried out the phenomenological reduction, a process of deepening the discussion about the meetings and the various issues that appear. And, based on this, we considered the occurrence of a 'university space' of the modality as an ephemeral phenomenon that constitutes the experience of the subjects.A pesquisa pretende compreender as experiências, percepções e representações de estudantes universitários da modalidade à distância e apreender a conformação daquilo que chamamos de ‘espaço universitário’ dessa modalidade. Para isso, lançamos mão da fenomenologia no sentido de aprofundar o entendimento das percepções, representações e experiências. Também, debatemos como se perfaz a discussão acerca do espaço na Geografia quando embasada pela fenomenologia e, por fim, o debate sobre o ciberespaço em função da relevância que este possui para a modalidade. A operacionalização da pesquisa ocorreu mediante encontros com sete estudantes da modalidade tanto da graduação quanto da pós-graduação e, através desses encontros, construímos as narrativas que descrevem os encontros. A partir da descrição, realizamos a redução fenomenológica, processo de aprofundamento da discussão sobre os encontros e das diversas questões que apareceram e, a partir disso, consideramos a ocorrência de um ‘espaço universitário’ da modalidade enquanto um fenômeno efêmero que se constitui na experiência dos sujeitos
INTENSIFICAÇÃO DAS PRÁTICAS AGROPECUÁRIAS E IMPACTOS NO SEQUESTRO DE CARBONO NO SOLO NA REGIÃO SUDESTE DE MATO GROSSO
Full text linkThe study examined the transformation of land use combined with carbon storage in Southeast Mato Grosso between 2012 and 2021. Data combination from Mapbiomas was used to evaluate the evolution of deforestation and soil carbon stock, and the Municipal Agricultural Survey, from IBGE, to check agricultural production indicators. A 62% downward trend was identified in the area of annual deforestation, between 2012 and 2021, combined with the productive intensification of soybean cultivation, with an increase in the average yield per hectare of 356 kg (+11%), and an increase of beef cattle productivity, through an increase in the average animal capacity to 1.4 heads per hectare (+19%). On the other hand, there was the conversion of pasture areas, which reduced by 72.1 thousand hectares to agriculture that increased by 83.5 thousand hectares. Finally, the carbon stock in the soil expanded by 0.8%, representing 3.97 million tons of carbon stock accumulation during the period, mainly due to the improvement in agricultural soil management practices.O estudo examinou a transformação do uso do solo conjugado ao armazenamento de carbono no Sudeste de Mato Grosso, entre 2012 e 2021. Utilizou-se a combinação de dados do Mapbiomas para avaliar a evolução do desmatamento e do estoque de carbono solo, e da Pesquisa Agrícola Municipal, do IBGE, para verificar os indicadores de produção agropecuária. Identificou-se uma tendência de retração em 62% na área de desmatamento anual, entre 2012 e 2021, conjugada com a intensificação produtiva da cultura da soja, com incremento do rendimento médio por hectare de 356 kg (+11%), e de elevação da produtividade da pecuária de corte bovina, mediante crescimento da lotação média animal para 1,4 cabeças por hectare (+19%). Por outro lado, houve a conversão das áreas de pastagens que reduziram, em 72,1 mil hectares, para a agricultura que aumentou, em 83,5 mil hectares. Por fim, o estoque de carbono no solo teve elevação, em 0,8%, representando um acréscimo de 3,97 milhões de toneladas de estoque de carbono durante o período, principalmente, em virtude da melhoria das práticas agropecuárias de manejo do solo
AS LEGISLAÇÕES URBANÍSTICAS E SUAS ESPACIALIDADES FRONTEIRIÇAS: o caso de Pedro Juan Caballero e Ponta Porã
Full text linkOver the past two centuries, territorial disputes between Portugal and Spain have shaped South American borders, leading to the formation of Brazil and Paraguay. In the last 15 years, the twin cities of Ponta Porã and Pedro Juan Caballero, located along the border between these two countries, have undergone significant transformations driven by international political relations. This study examines these transformations through the lens of urban planning legislation, including land subdivision laws and building codes, identifying similarities and differences in the forms and structures of urban spaces within these cities. The research reveals that, despite political differences, there are notable convergences in urban planning practices, strongly influenced by regional cultural and economic interactions. Moreover, urban policies are shaped by global trends, fostering a uniformity in urban development standards. The study underscores the importance of cross-border cooperation in addressing shared challenges and promoting sustainable and integrated urban development. Ultimately, the findings demonstrate that while national borders exert influence over urbanization processes, they do not entirely determine them.Nos últimos dois séculos, as disputas territoriais entre Portugal e Espanha moldaram as fronteiras sul-americanas, resultando na formação do Brasil e do Paraguai. Nos últimos 15 anos, as cidades gêmeas de Ponta Porã e Pedro Juan Caballero, situadas na fronteira entre esses países, passaram por transformações significativas impulsionadas pelas relações políticas internacionais. Este estudo analisa essas transformações a partir das legislações urbanísticas, incluindo leis de parcelamento do solo e códigos de obras, identificando similaridades e diferenças nas formas e constituições dos objetos urbanos dessas cidades. A pesquisa revela que, apesar das diferenças políticas, há convergências notáveis nas práticas urbanísticas, fortemente influenciadas pelas interações culturais e econômicas regionais. Além disso, as políticas urbanas são moldadas por tendências globais, que promovem uma uniformidade nos padrões de desenvolvimento urbano. O estudo destaca a importância da cooperação transfronteiriça para enfrentar desafios comuns e fomentar um desenvolvimento urbano sustentável e integrado. Dessa forma, evidencia-se que, embora as fronteiras nacionais exerçam influência sobre os processos de urbanização, elas não os determinam completamente
Editorial: (des)caminhos da ética em pesquisas e práticas na educação
Full text linkDiante das inúmeras questões éticas e metodológicas que permeiam o processo de pesquisa, este dossiê convida à leitura, à reflexão e à discussão aprofundada sobre as responsabilidades e os desafios envolvidos na realização de estudos científicos. Ao propor um diálogo crítico entre ética e metodologia, torna-se essencial considerar como esses aspectos podem se complementar na construção de conhecimentos que respeitem os direitos e a dignidade dos participantes, ao mesmo tempo que atendam aos mais altos padrões científicos. Que este convite inspire pesquisadores a repensarem suas práticas e seus compromissos, contribuindo para uma ciência mais ética, rigorosa e socialmente relevante
Educação do Campo e o Ensino de Ciências da Natureza e Suas Tecnologias no Ensino Médio: um panorama das pesquisas brasileiras
Full text linkAn overview of Brazilian research examines how natural sciences and technologies (NST) are taught in rural high schools (HS). The main focus is on pedagogical practices and the teacher training. The aim is to explore how NST is taught in rural high schools by examining Brazilian dissertations and theses focusing on pedagogical practices and teacher professional development. We analyzed dissertations and theses from the Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technologies using a qualitative and bibliographic method. We utilized Bardin's Content Analysis (2016) as our method and identified three categories. Substantial deficiencies were noted, especially in the field of Biology, emphasizing the necessity for further investigation in this area. Furthermore, we draw attention to the obstacles encountered by teachers and educational establishments, including insufficient training, precarious infrastructure, and the lack of public policies. There are extensive possibilities for studies that can contribute to the development of knowledge and educational strategies. Encouraging new thoughts can help people better understand and value the unique characteristics and differences within rural communities, fostering an empowering and enriching educational experience.
An overview of Brazilian research examines how natural sciences and technologies (NST) are taught in rural high schools (HS). The main focus is on pedagogical practices and the teacher training. The aim is to explore how NST is taught in rural high schools by examining Brazilian dissertations and theses focusing on pedagogical practices and teacher professional development. We analyzed dissertations and theses from the Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technologies using a qualitative and bibliographic method. We utilized Bardin's Content Analysis (2016) as our method and identified three categories. Substantial deficiencies were noted, especially in the field of Biology, emphasizing the necessity for further investigation in this area. Furthermore, we draw attention to the obstacles encountered by teachers and educational establishments, including insufficient training, precarious infrastructure, and the lack of public policies. There are extensive possibilities for studies that can contribute to the development of knowledge and educational strategies. Encouraging new thoughts can help people better understand and value the unique characteristics and differences within rural communities, fostering an empowering and enriching educational experience.
El presente estudio integra el panorama de las investigaciones brasileñas referentes a la enseñanza de Ciencias Naturales y sus Tecnologías (CNT) en la Educación Secundaria (ES) en la educación del campo, enfocándose en las prácticas pedagógicas y en la formación de los profesores. El objetivo del estudio es comprender la enseñanza de CNT en la ES en escuelas del campo a partir del análisis de las disertaciones y tesis brasileñas que abordan las prácticas pedagógicas y la formación continua de los profesores. A través de un enfoque cualitativo y bibliográfico, se examinaron disertaciones y tesis disponibles en la Biblioteca Digital de Tesis y Disertaciones (BDTD) del Instituto Brasileño de Información en Ciencia y Tecnología (IBICT). El análisis metodológico aplicado es el Análisis de Contenido de Bardin (2016), resultando en tres categorías. Identificamos lagunas significativas, notablemente en Biología, destacando la necesidad de más investigaciones en este punto, así como los desafíos enfrentados por los educadores e instituciones del campo, como la escasez de formación adecuada, la infraestructura precaria y la falta de políticas públicas. Existe un vasto potencial para investigaciones que pueden impulsar avances en el conocimiento y en la práctica pedagógica, estimulando nuevas reflexiones que promuevan la valorización de la identidad y la diversidad de las comunidades del campo, fomentando una educación emancipatoria y de calidad.An overview of Brazilian research examines how natural sciences and technologies (NST) are taught in rural high schools (HS). The main focus is on pedagogical practices and the teacher training. The aim is to explore how NST is taught in rural high schools by examining Brazilian dissertations and theses focusing on pedagogical practices and teacher professional development. We analyzed dissertations and theses from the Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technologies using a qualitative and bibliographic method. We utilized Bardin's Content Analysis (2016) as our method and identified three categories. Substantial deficiencies were noted, especially in the field of Biology, emphasizing the necessity for further investigation in this area. Furthermore, we draw attention to the obstacles encountered by teachers and educational establishments, including insufficient training, precarious infrastructure, and the lack of public policies. There are extensive possibilities for studies that can contribute to the development of knowledge and educational strategies. Encouraging new thoughts can help people better understand and value the unique characteristics and differences within rural communities, fostering an empowering and enriching educational experience.
O presente estudo integra o panorama das pesquisas brasileiras referentes ao ensino de Ciências da Natureza e suas Tecnologias (CNT) no Ensino Médio (EM) em educação do campo, enfatizando nas práticas pedagógicas e na formação dos professores. O objetivo do estudo é compreender o ensino de CNT no EM, nas escolas do campo, a partir da análise das dissertações e teses brasileiras que abordam as práticas pedagógicas e a formação continuada dos professores. Por meio de uma abordagem qualitativa e bibliográfica, foram examinadas dissertações e teses disponíveis na Biblioteca Digital de Teses e Dissertações (BDTD) do Instituto Brasileiro de Informação em Ciência e Tecnologias (IBICT). A análise metodológica aplicada é a Análise de Conteúdo de Bardin (2016), resultando em três categorias. Identificamos lacunas significativas, notadamente na Biologia, o que evidencia a necessidade de mais pesquisas nesse ponto, também destacamos os desafios enfrentados pelos educadores e instituições do campo, como a escassez de formação adequada, a infraestrutura precária e falta de políticas públicas. Há um vasto potencial para investigações que podem impulsionar avanços no conhecimento e na prática pedagógica, o que estimula novas reflexões que promovam a valorização da identidade e a diversidade das comunidades do campo, fomentando uma educação emancipatória e qualificada.
Palavras-chave: escola do campo, superação da educação rural, ensino de ciências.
Rural Education and the Teaching of Natural Sciences and Their Technologies in High School: a Brazilian research overview
ABSTRACT. An overview of Brazilian research examines how natural sciences and technologies (NST) are taught in rural high schools (HS). The main focus is on pedagogical practices and the teacher training. The aim is to explore how NST is taught in rural high schools by examining Brazilian dissertations and theses focusing on pedagogical practices and teacher professional development. We analyzed dissertations and theses from the Digital Library of Theses and Dissertations of the Brazilian Institute of Information in Science and Technologies using a qualitative and bibliographic method. We utilized Bardin's Content Analysis (2016) as our method and identified three categories. Substantial deficiencies were noted, especially in the field of Biology, emphasizing the necessity for further investigation in this area. Furthermore, we draw attention to the obstacles encountered by teachers and educational establishments, including insufficient training, precarious infrastructure, and the lack of public policies. There are extensive possibilities for studies that can contribute to the development of knowledge and educational strategies. Encouraging new thoughts can help people better understand and value the unique characteristics and differences within rural communities, fostering an empowering and enriching educational experience.
Keywords: rural school, enhancing rural education, science teaching.
Educación del Campo y la Enseñanza de Ciencias Naturales y sus Tecnologías en la Educación Secundaria: un panorama de las investigaciones brasileñas
RESUMEN. El presente estudio integra el panorama de las investigaciones brasileñas referentes a la enseñanza de Ciencias Naturales y sus Tecnologías (CNT) en la Educación Secundaria (ES) en la educación del campo, enfocándose en las prácticas pedagógicas y en la formación de los profesores. El objetivo del estudio es comprender la enseñanza de CNT en la ES en escuelas del campo a partir del análisis de las disertaciones y tesis brasileñas que abordan las prácticas pedagógicas y la formación continua de los profesores. A través de un enfoque cualitativo y bibliográfico, se examinaron disertaciones y tesis disponibles en la Biblioteca Digital de Tesis y Disertaciones (BDTD) del Instituto Brasileño de Información en Ciencia y Tecnología (IBICT). El análisis metodológico aplicado es el Análisis de Contenido de Bardin (2016), resultando en tres categorías. Identificamos lagunas significativas, notablemente en Biología, destacando la necesidad de más investigaciones en este punto, así como los desafíos enfrentados por los educadores e instituciones del campo, como la escasez de formación adecuada, la infraestructura precaria y la falta de políticas públicas. Existe un vasto potencial para investigaciones que pueden impulsar avances en el conocimiento y en la práctica pedagógica, estimulando nuevas reflexiones que promuevan la valorización de la identidad y la diversidad de las comunidades del campo, fomentando una educación emancipatoria y de calidad.
Palabras clave: escuela del campo, superación de la educación rural, enseñanza de ciencias
Educação do campo: uma análise sobre as experiências no ensino remoto narradas por docentes de escolas do campo
Full text linkRural education lives in historical invisibility within the implementation of educational policies, which is reflected in the lack of basic infrastructure for the development of school activities, which was worsened by the emergency situation recently experienced due to the Covid-19 pandemic. This article presentes results of the research we have been carrying out in the master’s degree in teaching at UERN, and aims to analyze remote teaching based on experiences narrated by rural teachers. The research was developed through conversation circles with 05 rural teachers from the cities of Pau dos Ferros/RN and Rafael Fernandes/RN. We discuss the analyzes Around remote teaching, seeking to identify how teachers from rural schools, participantes in the research, appropriated, modified and mobilized new knowledge required in the contexto of remote teaching to overcome the difficulties, as well as what remained of the results of this experience for the return of in-person classes. We observed that remote teaching highlighted the situation of abandonment of rural education, intensifying the conditions of social and economic inequality that historically exclude rural children from access to knowledge.Rural education lives in historical invisibility within the implementation of educational policies, which is reflected in the lack of basic infrastructure for the development of school activities, which was worsened by the emergency situation recently experienced due to the Covid-19 pandemic. This article presentes results of the research we have been carrying out in the master’s degree in teaching at UERN, and aims to analyze remote teaching based on experiences narrated by rural teachers. The research was developed through conversation circles with 05 rural teachers from the cities of Pau dos Ferros/RN and Rafael Fernandes/RN. We discuss the analyzes Around remote teaching, seeking to identify how teachers from rural schools, participantes in the research, appropriated, modified and mobilized new knowledge required in the contexto of remote teaching to overcome the difficulties, as well as what remained of the results of this experience for the return of in-person classes. We observed that remote teaching highlighted the situation of abandonment of rural education, intensifying the conditions of social and economic inequality that historically exclude rural children from access to knowledge.La educación rural vive em uma invisibilidade histórica dentro de la implementación de las políticas educativas, lo que se refleja en la falta de infraestructura básica paraa el desarrollo de las actividades escolares, lo que se agravó con la situación de emergência vivida recientemente por la pandemia de Covid-19. Este artículo presenta resultados de la investigación que venimos realizando em la maestria em docência de la UERN, y tiene como objetivo analizar la ensenãnza a distancia a partir de experiencias narradas por docentes en el campo. La investigación se desarrolló a través de círculos de conversación con 05 professores rurales de las ciudades de Pau dos Ferros/RN y Rafael Fernandes/RN. Se discuten los análisis en torno a la enseñanza a distancia, buscando identificar como los docentets de escuelas rurales, participantes en la investigación, se apropriaron, modificaron y movilizaron nuevos conocimientos requeridos en el contexto de la enseñanza a distancia para superar las dificuldades, así como qué quedó de los resultados de la esta experiencia por el regresso de las clases presenciales. Observamos que la enseñanza remota puso de relieve la situación de abandono de la educación rural, intensificando las condiciones de desigualdade social y económica que historicamente excluyen a los niños rurales del acceso al conocimiento.Rural education lives in historical invisibility within the implementation of educational policies, which is reflected in the lack of basic infrastructure for the development of school activities, which was worsened by the emergency situation recently experienced due to the Covid-19 pandemic. This article presentes results of the research we have been carrying out in the master’s degree in teaching at UERN, and aims to analyze remote teaching based on experiences narrated by rural teachers. The research was developed through conversation circles with 05 rural teachers from the cities of Pau dos Ferros/RN and Rafael Fernandes/RN. We discuss the analyzes Around remote teaching, seeking to identify how teachers from rural schools, participantes in the research, appropriated, modified and mobilized new knowledge required in the contexto of remote teaching to overcome the difficulties, as well as what remained of the results of this experience for the return of in-person classes. We observed that remote teaching highlighted the situation of abandonment of rural education, intensifying the conditions of social and economic inequality that historically exclude rural children from access to knowledge.A educação do campo vive na invisibilidade histórica na efetivação das políticas educacionais, que se reflete na falta de infraestrutura básica para o desenvolvimento das atividades escolares, o que se agravou na situação emergencial vivida recentemente em função da pandemia da Covid-19. Este artigo apresenta resultados da pesquisa realizada no mestrado em ensino da Universidade do Estado do Rio Grande do Norte, e objetiva analisar o ensino remoto a partir das experiências narradas por professoras do campo. A pesquisa se desenvolve por meio de rodas de conversa com cinco professoras do campo das cidades de Pau dos Ferros/RN e Rafael Fernandes/RN. Discorre-se acerca das análises em torno do ensino remoto, buscando identificar como essas professoras se apropriaram, modificaram e mobilizaram novos saberes requeridos no contexto do ensino remoto para superar as dificuldades, bem como o que resultou dessa experiência para o retorno das aulas presenciais. Observa-se que o ensino remoto evidenciou a situação de abandono da educação do campo, intensificando as condições de desigualdade social e econômica que excluem, historicamente, as crianças do campo do acesso ao conhecimento.
Palavras-chave: educação do campo, ensino remoto, saberes docentes.
Rural education: an analysis of experiences in remote teaching narrated by teachers from rural schools
ABSTRACT. Rural education lives in historical invisibility within the implementation of educational policies, which is reflected in the lack of basic infrastructure for the development of school activities, which was worsened by the emergency situation recently experienced due to the Covid-19 pandemic. This article presentes results of the research we have been carrying out in the master’s degree in teaching at UERN, and aims to analyze remote teaching based on experiences narrated by rural teachers. The research was developed through conversation circles with 05 rural teachers from the cities of Pau dos Ferros/RN and Rafael Fernandes/RN. We discuss the analyzes Around remote teaching, seeking to identify how teachers from rural schools, participantes in the research, appropriated, modified and mobilized new knowledge required in the contexto of remote teaching to overcome the difficulties, as well as what remained of the results of this experience for the return of in-person classes. We observed that remote teaching highlighted the situation of abandonment of rural education, intensifying the conditions of social and economic inequality that historically exclude rural children from access to knowledge.
Keywords: rural education, remote teaching, teaching knowledge.
Educación rural: un análisis de experiencias de enseñanza a distancia narradas por docentes de escuelas rurales
RESUMEN. La educación rural vive em uma invisibilidade histórica dentro de la implementación de las políticas educativas, lo que se refleja en la falta de infraestructura básica paraa el desarrollo de las actividades escolares, lo que se agravó con la situación de emergência vivida recientemente por la pandemia de Covid-19. Este artículo presenta resultados de la investigación que venimos realizando em la maestria em docência de la UERN, y tiene como objetivo analizar la ensenãnza a distancia a partir de experiencias narradas por docentes en el campo. La investigación se desarrolló a través de círculos de conversación con 05 professores rurales de las ciudades de Pau dos Ferros/RN y Rafael Fernandes/RN. Se discuten los análisis en torno a la enseñanza a distancia, buscando identificar como los docentets de escuelas rurales, participantes en la investigación, se apropriaron, modificaron y movilizaron nuevos conocimientos requeridos en el contexto de la enseñanza a distancia para superar las dificuldades, así como qué quedó de los resultados de la esta experiencia por el regresso de las clases presenciales. Observamos que la enseñanza remota puso de relieve la situación de abandono de la educación rural, intensificando las condiciones de desigualdade social y económica que historicamente excluyen a los niños rurales del acceso al conocimiento.
Palabras clave: educación rural, enseñanza a distancia, enseñanza del conocimiento
