Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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Resumos do I Simpósio de Atividade Física e Saúde da Região Norte - I SAFS
No full textResumos do I Simpósio de Atividade Física e Saúde da Região Norte - I SAFS (2022
Alfabetização Científica na Educação Infantil: experiência em uma escola do campo em tempos de pandemia
Get PDFABSTRACT. The present study analyzed the implementation of a set of activities in Early Childhood Education, based on the methodology of the Islands of Rationality (Fourez, 1997). The qualitative research was carried out remotely in two Pre-School classes in a rural school in the city of São Gabriel/RS, during the year 2020. Different methodological strategies were used, such as drawings, observation of the surroundings of their homes, the local landscape, interviews with family members, listening to the radio, writing poems, and producing models. Data are presented according to three categories: i) Reflections on remote work at Escola do Campo; ii) The IIR methodology in Early Childhood Education and iii) Scientific Literacy in Preschool. Remote work brought some challenges, especially in Early Childhood Education, considering the need for interaction between subjects and teacher mediation. It was found that learning took place in other spaces and times, mainly in the interaction with family members and in the observation of the social and natural environments of their surroundings, being important for the construction of the identity of the subject of the countryside and the appreciation of cultures and knowledge. locations. The use of the IIR methodology in Early Childhood Education is in line with the Experience Fields signaled by the National Curricular Common Base (Brasil, 2017). It is concluded that some skills related to Scientific Literacy, such as autonomy, mastery, and communication can be achieved with the development of an IIR in Preschool, even if remotely.ABSTRACT. The present study analyzed the implementation of a set of activities in Early Childhood Education, based on the methodology of the Islands of Rationality (Fourez, 1997). The qualitative research was carried out remotely in two Pre-School classes in a rural school in the city of São Gabriel/RS, during the year 2020. Different methodological strategies were used, such as drawings, observation of the surroundings of their homes, the local landscape, interviews with family members, listening to the radio, writing poems, and producing models. Data are presented according to three categories: i) Reflections on remote work at Escola do Campo; ii) The IIR methodology in Early Childhood Education and iii) Scientific Literacy in Preschool. Remote work brought some challenges, especially in Early Childhood Education, considering the need for interaction between subjects and teacher mediation. It was found that learning took place in other spaces and times, mainly in the interaction with family members and in the observation of the social and natural environments of their surroundings, being important for the construction of the identity of the subject of the countryside and the appreciation of cultures and knowledge. locations. The use of the IIR methodology in Early Childhood Education is in line with the Experience Fields signaled by the National Curricular Common Base (Brasil, 2017). It is concluded that some skills related to Scientific Literacy, such as autonomy, mastery, and communication can be achieved with the development of an IIR in Preschool, even if remotely.RESUMEN. El presente estudio analizó la implementación de un conjunto de actividades en Educación Infantil, a partir de la metodología de las Islas de la Racionalidad (Fourez, 1997). La investigación cualitativa se realizó de forma remota en dos clases de preescolar en una escuela rural en la ciudad de São Gabriel/RS, durante el año 2020. Se utilizaron diferentes estrategias metodológicas, tales como: dibujos, observación de los alrededores de sus casas, el paisaje local, entrevistas con familiares, escuchar la radio, escribir poemas y producir maquetas. Los datos se presentan según tres categorías: i) Reflexiones sobre el trabajo a distancia en la Escola do Campo; ii) La metodología IIR en Educación Infantil y iii) Alfabetización Científica en Preescolar. El trabajo a distancia trajo algunos desafíos, especialmente en Educación Infantil, considerando la necesidad de interacción entre sujetos y mediación docente. Se encontró que el aprendizaje se dio en otros espacios y tiempos, principalmente en la interacción con los miembros de la familia y en la observación de los ambientes sociales y naturales de su entorno, siendo importante para la construcción de la identidad del sujeto del campo y la apreciación de las culturas y los conocimientos. El uso de la metodología IIR desde la Educación Infantil está en línea con los Campos de Experiencia señalados por la Base Común Curricular Nacional (Brasil, 2017). Se concluye que algunas habilidades relacionadas con la Alfabetización Científica, como la autonomía, el dominio y la comunicación, se pueden lograr con el desarrollo de un IIR en Preescolar, aunque sea a distancia.ABSTRACT. The present study analyzed the implementation of a set of activities in Early Childhood Education, based on the methodology of the Islands of Rationality (Fourez, 1997). The qualitative research was carried out remotely in two Pre-School classes in a rural school in the city of São Gabriel/RS, during the year 2020. Different methodological strategies were used, such as drawings, observation of the surroundings of their homes, the local landscape, interviews with family members, listening to the radio, writing poems, and producing models. Data are presented according to three categories: i) Reflections on remote work at Escola do Campo; ii) The IIR methodology in Early Childhood Education and iii) Scientific Literacy in Preschool. Remote work brought some challenges, especially in Early Childhood Education, considering the need for interaction between subjects and teacher mediation. It was found that learning took place in other spaces and times, mainly in the interaction with family members and in the observation of the social and natural environments of their surroundings, being important for the construction of the identity of the subject of the countryside and the appreciation of cultures and knowledge. locations. The use of the IIR methodology in Early Childhood Education is in line with the Experience Fields signaled by the National Curricular Common Base (Brasil, 2017). It is concluded that some skills related to Scientific Literacy, such as autonomy, mastery, and communication can be achieved with the development of an IIR in Preschool, even if remotely.O presente estudo analisou a implementação de um conjunto de atividades na Educação Infantil, baseadas na metodologia das Ilhas de Racionalidade (Fourez, 1997). A pesquisa, de caráter qualitativo, realizou-se de forma remota em duas turmas de Pré-Escola em uma escola do campo no município de São Gabriel/RS, durante o ano de 2020. Foram utilizadas diferentes estratégias metodológicas, tais como: desenhos, observação do entorno de suas casas, da paisagem local, entrevistas com familiares, escuta de rádio, elaboração de poemas e produção de maquetes. Os dados são apresentados segundo três categorias: i) Reflexões acerca do trabalho remoto na Escola do Campo; ii) A metodologia IIR na Educação Infantil e iii) Alfabetização Científica na Pré-escola. O trabalho remoto trouxe alguns desafios, em especial na Educação Infantil, considerando a necessidade de interação entre os sujeitos e mediação do professor. Verificou-se que a aprendizagem ocorreu em outros espaços e tempos, principalmente na interação com os familiares e na observação dos ambientes sociais e naturais do seu entorno, sendo importantes para a construção da identidade do sujeito do campo e a valorização das culturas e dos saberes locais. A utilização da metodologia das IIR desde a Educação Infantil vai ao encontro dos Campos de Experiência sinalizados pela Base Nacional Comum Curricular (Brasil, 2017). Conclui-se que algumas habilidades relacionadas à Alfabetização Científica, como a autonomia, o domínio e a comunicação, podem ser alcançadas com o desenvolvimento de uma IIR na Pré-escola, mesmo que de forma remota.
Palavras-chave: pré-escola, projeto interdisciplinar, ensino remoto.
Scientific Literacy in Childhood Education: experience in a countryside school in times of pandemic
ABSTRACT. The present study analyzed the implementation of a set of activities in Early Childhood Education, based on the methodology of the Islands of Rationality (Fourez, 1997). The qualitative research was carried out remotely in two Pre-School classes in a rural school in the city of São Gabriel/RS, during the year 2020. Different methodological strategies were used, such as drawings, observation of the surroundings of their homes, the local landscape, interviews with family members, listening to the radio, writing poems, and producing models. Data are presented according to three categories: i) Reflections on remote work at Escola do Campo; ii) The IIR methodology in Early Childhood Education and iii) Scientific Literacy in Preschool. Remote work brought some challenges, especially in Early Childhood Education, considering the need for interaction between subjects and teacher mediation. It was found that learning took place in other spaces and times, mainly in the interaction with family members and in the observation of the social and natural environments of their surroundings, being important for the construction of the identity of the subject of the countryside and the appreciation of cultures and knowledge. locations. The use of the IIR methodology in Early Childhood Education is in line with the Experience Fields signaled by the National Curricular Common Base (Brasil, 2017). It is concluded that some skills related to Scientific Literacy, such as autonomy, mastery, and communication can be achieved with the development of an IIR in Preschool, even if remotely.
Keywords: preschool, interdisciplinary project, remote learning.
Alfabetización Científica en Educación Infantil: experiencia en una escuela rural en tiempos de pandemia
RESUMEN. El presente estudio analizó la implementación de un conjunto de actividades en Educación Infantil, a partir de la metodología de las Islas de la Racionalidad (Fourez, 1997). La investigación cualitativa se realizó de forma remota en dos clases de preescolar en una escuela rural en la ciudad de São Gabriel/RS, durante el año 2020. Se utilizaron diferentes estrategias metodológicas, tales como: dibujos, observación de los alrededores de sus casas, el paisaje local, entrevistas con familiares, escuchar la radio, escribir poemas y producir maquetas. Los datos se presentan según tres categorías: i) Reflexiones sobre el trabajo a distancia en la Escola do Campo; ii) La metodología IIR en Educación Infantil y iii) Alfabetización Científica en Preescolar. El trabajo a distancia trajo algunos desafíos, especialmente en Educación Infantil, considerando la necesidad de interacción entre sujetos y mediación docente. Se encontró que el aprendizaje se dio en otros espacios y tiempos, principalmente en la interacción con los miembros de la familia y en la observación de los ambientes sociales y naturales de su entorno, siendo importante para la construcción de la identidad del sujeto del campo y la apreciación de las culturas y los conocimientos. El uso de la metodología IIR desde la Educación Infantil está en línea con los Campos de Experiencia señalados por la Base Común Curricular Nacional (Brasil, 2017). Se concluye que algunas habilidades relacionadas con la Alfabetización Científica, como la autonomía, el dominio y la comunicación, se pueden lograr con el desarrollo de un IIR en Preescolar, aunque sea a distancia.
Palabras clave: preescolar, proyecto interdisciplinario, enseñanza a distancia
Terapia ocupacional social junto a jovens pobres rurais: ações na escola pública
Get PDFABSTRACT. The aim of this study is to put on screen the experience of the performance of social occupational therapy with poor rural young people, in a public school in a city in the interior of Brazil. The intervention was carried out during 2019, through Workshops of Activities, Dynamics and Projects, having with guiding axis the references of social occupational therapy and Paulo Freire. The Workshops were configured as spaces and moments of coexistence, reflection and experimentation that was intended to foster interesting and safe for a dialogue around individual and collective issues. The praxis were directed to problematization of these questions posed by the subjects, having as reference challenges and potentialities related to their experiences, in the search for the promotion of reflection-action, awareness and ways to overcome situations-limits evidenced. This process and its results allow us to identify and reaffirm the contribution of social occupational therapy to ensure spaces in which young are interlocutors and protagonists, especially in school, elaborating with these subjects ways to expand their experiences of the youth condition in the field of projects for life, of everyday circulation, dealing with conflicts, exercising citizenship, cultural negotiation, etc.ABSTRACT. The aim of this study is to put on screen the experience of the performance of social occupational therapy with poor rural young people, in a public school in a city in the interior of Brazil. The intervention was carried out during 2019, through Workshops of Activities, Dynamics and Projects, having with guiding axis the references of social occupational therapy and Paulo Freire. The Workshops were configured as spaces and moments of coexistence, reflection and experimentation that was intended to foster interesting and safe for a dialogue around individual and collective issues. The praxis were directed to problematization of these questions posed by the subjects, having as reference challenges and potentialities related to their experiences, in the search for the promotion of reflection-action, awareness and ways to overcome situations-limits evidenced. This process and its results allow us to identify and reaffirm the contribution of social occupational therapy to ensure spaces in which young are interlocutors and protagonists, especially in school, elaborating with these subjects ways to expand their experiences of the youth condition in the field of projects for life, of everyday circulation, dealing with conflicts, exercising citizenship, cultural negotiation, etc.RESUMEN. El objetivo de este estudio es poner en pantalla la experiencia de la realización de la terapia ocupacional social con jóvenes rurales pobres, en una escuela pública de una ciudad del interior de Brasil. La intervención se realizó durante 2019, a través de Talleres de Actividades, Dinámicas y Proyectos, teniendo como eje rector a los referentes de la terapia ocupacional social y Paulo Freire. Los Talleres se configuraron como espacios y momentos de convivencia, reflexión y experimentación que pretendían fomentar un diálogo seguro en torno a temas individuales y colectivos. La praxis se dirigió a la problematización de las preguntas planteadas por los sujetos, teniendo como referencia desafíos y potencialidades relacionadas con sus experiencias, en la búsqueda de la promoción de la reflexión-acción, la conciencia y las formas de superar las situaciones-límites evidenciadas. Este proceso y sus resultados nos permiten identificar y reafirmar el aporte de la terapia ocupacional social para asegurar espacios en los que los/as jóvenes sean interlocutores/as y protagonistas, especialmente en la escuela, elaborando con estos sujetos formas de ampliar sus experiencias de la condición juvenil en el campo de los proyectos para la vida, de circulación cotidiana, de manejo de conflictos, de ejercer la ciudadanía, de negociación cultural, etc.ABSTRACT. The aim of this study is to put on screen the experience of the performance of social occupational therapy with poor rural young people, in a public school in a city in the interior of Brazil. The intervention was carried out during 2019, through Workshops of Activities, Dynamics and Projects, having with guiding axis the references of social occupational therapy and Paulo Freire. The Workshops were configured as spaces and moments of coexistence, reflection and experimentation that was intended to foster interesting and safe for a dialogue around individual and collective issues. The praxis were directed to problematization of these questions posed by the subjects, having as reference challenges and potentialities related to their experiences, in the search for the promotion of reflection-action, awareness and ways to overcome situations-limits evidenced. This process and its results allow us to identify and reaffirm the contribution of social occupational therapy to ensure spaces in which young are interlocutors and protagonists, especially in school, elaborating with these subjects ways to expand their experiences of the youth condition in the field of projects for life, of everyday circulation, dealing with conflicts, exercising citizenship, cultural negotiation, etc.O objetivo deste estudo é colocar em tela a experiência da atuação da terapia ocupacional social junto a jovens pobres rurais, em uma escola pública do interior do Brasil. A intervenção foi realizada durante o ano de 2019, por meio de Oficinas de Atividades, Dinâmicas e Projetos, tendo com eixo orientador os referenciais da terapia ocupacional social e de Paulo Freire. As Oficinas se configuraram como espaços e momentos de convivência, reflexão e experimentação que se intencionava fomentar como interessantes e seguros para uma dialogia em torno de questões individuais e coletivas. As práxis estiveram direcionadas para problematização das questões colocadas pelos sujeitos, tendo como referência desafios e potencialidades relativas às suas vivências, na busca pela promoção de reflexão-ação, conscientização e caminhos para se superar situações-limites evidenciadas. Esse processo e seus resultados permitem que se identifique e reafirme a contribuição da terapia ocupacional social para garantir espaços em que os/as jovens são interlocutores/as e protagonistas, sobretudo na escola, elaborando com esses sujeitos formas para o alargamento de suas vivências da condição juvenil no campo dos projetos para a vida, da circulação cotidiana, do lidar com os conflitos, do exercício da cidadania, da negociação cultural etc.
Palavras-chave: juventude rural, educação, terapia ocupacional, participação social.
Social occupational therapy with poor rural youth: actions in public school
ABSTRACT. The aim of this study is to put on screen the experience of the performance of social occupational therapy with poor rural young people, in a public school in a city in the interior of Brazil. The intervention was carried out during 2019, through Workshops of Activities, Dynamics and Projects, having with guiding axis the references of social occupational therapy and Paulo Freire. The Workshops were configured as spaces and moments of coexistence, reflection and experimentation that was intended to foster interesting and safe for a dialogue around individual and collective issues. The praxis were directed to problematization of these questions posed by the subjects, having as reference challenges and potentialities related to their experiences, in the search for the promotion of reflection-action, awareness and ways to overcome situations-limits evidenced. This process and its results allow us to identify and reaffirm the contribution of social occupational therapy to ensure spaces in which young are interlocutors and protagonists, especially in school, elaborating with these subjects ways to expand their experiences of the youth condition in the field of projects for life, of everyday circulation, dealing with conflicts, exercising citizenship, cultural negotiation, etc.
Keywords: rural youth, education, occupational therapy, social participation.
Terapia ocupacional social con jóvenes rurales pobres: acciones en la escuela pública
RESUMEN. El objetivo de este estudio es poner en pantalla la experiencia de la realización de la terapia ocupacional social con jóvenes rurales pobres, en una escuela pública de una ciudad del interior de Brasil. La intervención se realizó durante 2019, a través de Talleres de Actividades, Dinámicas y Proyectos, teniendo como eje rector a los referentes de la terapia ocupacional social y Paulo Freire. Los Talleres se configuraron como espacios y momentos de convivencia, reflexión y experimentación que pretendían fomentar un diálogo seguro en torno a temas individuales y colectivos. La praxis se dirigió a la problematización de las preguntas planteadas por los sujetos, teniendo como referencia desafíos y potencialidades relacionadas con sus experiencias, en la búsqueda de la promoción de la reflexión-acción, la conciencia y las formas de superar las situaciones-límites evidenciadas. Este proceso y sus resultados nos permiten identificar y reafirmar el aporte de la terapia ocupacional social para asegurar espacios en los que los/as jóvenes sean interlocutores/as y protagonistas, especialmente en la escuela, elaborando con estos sujetos formas de ampliar sus experiencias de la condición juvenil en el campo de los proyectos para la vida, de circulación cotidiana, de manejo de conflictos, de ejercer la ciudadanía, de negociación cultural, etc.
Palabras clave: juventud rural, educación, terapia ocupacional, participación social
As materialidades como um fundamento para o trabalho docente na Educação Infantil
Get PDFABSTRACT. This article aims to present reflections about the analysis of the curricular relationship between the structural elements of teaching with babies and the materialities present in the planning of teachers of the Municipal Education Network of Florianópolis, based on a research at the Master's level in the Municipal Centers of Early Childhood Education. The sources are the official and legal documents that guide the care and education of babies, very young children and young children. And as a theoretical support, it is anchored in the production that focuses on the specificity of teaching with babies, the organization of spaces, environments and materialities in and for Early Childhood Education. The study affirms the importance and curricular meaning of the materialities arranged to babies in the organization of pedagogical work. ABSTRACT. This article aims to present reflections about the analysis of the curricular relationship between the structural elements of teaching with babies and the materialities present in the planning of teachers of the Municipal Education Network of Florianópolis, based on a research at the Master's level in the Municipal Centers of Early Childhood Education. The sources are the official and legal documents that guide the care and education of babies, very young children and young children. And as a theoretical support, it is anchored in the production that focuses on the specificity of teaching with babies, the organization of spaces, environments and materialities in and for Early Childhood Education. The study affirms the importance and curricular meaning of the materialities arranged to babies in the organization of pedagogical work. RESUMEN. Este artículo tiene como objetivo presentar reflexiones sobre el análisis de la relación curricular entre los elementos estructurales de la enseñanza con bebés y las materialidades presentes en la planificación de los maestros de la Red Municipal de Educación de Florianópolis, a partir de una investigación a nivel de maestría en los Centros Municipales de Educación Infantil. Las fuentes son los documentos oficiales y legales que guían el cuidado y la educación de los bebés, los niños muy pequeños y los niños pequeños. Y como soporte teórico, se ancla en la producción que se centra en la especificidad de la enseñanza con bebés, la organización de espacios, entornos y materialidades en y para la Educación Infantil. El estudio afirma la importancia y el significado curricular de las materialidades dispuestas a los bebés en la organización del trabajo pedagógico. ABSTRACT. This article aims to present reflections about the analysis of the curricular relationship between the structural elements of teaching with babies and the materialities present in the planning of teachers of the Municipal Education Network of Florianópolis, based on a research at the Master's level in the Municipal Centers of Early Childhood Education. The sources are the official and legal documents that guide the care and education of babies, very young children and young children. And as a theoretical support, it is anchored in the production that focuses on the specificity of teaching with babies, the organization of spaces, environments and materialities in and for Early Childhood Education. The study affirms the importance and curricular meaning of the materialities arranged to babies in the organization of pedagogical work. Este artigo tem por objetivo apresentar reflexões a respeito da análise da relação curricular entre os elementos estruturais da docência com bebês e as materialidades presentes no planejamento das professoras da Rede Municipal de Ensino de Florianópolis, tomando como base uma pesquisa em nível de Mestrado nos Núcleos Municipais de Educação Infantil. Toma-se como fontes os documentos oficiais e legais que orientam o cuidado e a educação de bebês, crianças bem pequenas e crianças pequenas. E como sustentação teórica ancora-se na produção que se debruça sobre a especificidade da docência com os bebês, a organização dos espaços, ambientes e materialidades na e para a Educação Infantil. O estudo afirma a importância e o sentido curricular das materialidades dispostas aos bebês na organização do trabalho pedagógico.
Palavras-chave: crianças, espaços, docência.
Materialities as a foundation for teaching work in Early Childhood Education
ABSTRACT. This article aims to present reflections about the analysis of the curricular relationship between the structural elements of teaching with babies and the materialities present in the planning of teachers of the Municipal Education Network of Florianópolis, based on a research at the Master's level in the Municipal Centers of Early Childhood Education. The sources are the official and legal documents that guide the care and education of babies, very young children and young children. And as a theoretical support, it is anchored in the production that focuses on the specificity of teaching with babies, the organization of spaces, environments and materialities in and for Early Childhood Education. The study affirms the importance and curricular meaning of the materialities arranged to babies in the organization of pedagogical work.
Keywords: children, spaces, teaching.
Las materialidades como base para el trabajo docente en Educación Infantil
RESUMEN. Este artículo tiene como objetivo presentar reflexiones sobre el análisis de la relación curricular entre los elementos estructurales de la enseñanza con bebés y las materialidades presentes en la planificación de los maestros de la Red Municipal de Educación de Florianópolis, a partir de una investigación a nivel de maestría en los Centros Municipales de Educación Infantil. Las fuentes son los documentos oficiales y legales que guían el cuidado y la educación de los bebés, los niños muy pequeños y los niños pequeños. Y como soporte teórico, se ancla en la producción que se centra en la especificidad de la enseñanza con bebés, la organización de espacios, entornos y materialidades en y para la Educación Infantil. El estudio afirma la importancia y el significado curricular de las materialidades dispuestas a los bebés en la organización del trabajo pedagógico.
Palabras clave: niños, espacios, enseñanza
Processo de formação de professores: debate sobre a Cultura Corporal no curso de Licenciatura em Educação do Campo da Universidade Federal de Mato Grosso do Sul
Get PDFABSTRACT. The object of the text is to discuss the Corporal Culture in the process of teacher training for the Degree Course in Rural Education (LEDUCMPO) offered by the Federal University of Mato Grosso do Sul (UFMS), signaling for the impact that this theoretical-methodological approach can have on rural schools with a view to building an education linked to collective thinking in the search to overcome the capitalist mode of production that succumbs man and nature in favor of the unbridled accumulation of capital, transforming it into disposable merchandise anything that can generate extraordinary profits for the capitalist. Based on the techniques of bibliographic and documentary research. We believe that Body Language understood in the light of the theory that underlies the understanding of Body Culture contributes significantly to paradigm changes in schools in the Brazilian countryside.ABSTRACT. The object of the text is to discuss the Corporal Culture in the process of teacher training for the Degree Course in Rural Education (LEDUCMPO) offered by the Federal University of Mato Grosso do Sul (UFMS), signaling for the impact that this theoretical-methodological approach can have on rural schools with a view to building an education linked to collective thinking in the search to overcome the capitalist mode of production that succumbs man and nature in favor of the unbridled accumulation of capital, transforming it into disposable merchandise anything that can generate extraordinary profits for the capitalist. Based on the techniques of bibliographic and documentary research. We believe that Body Language understood in the light of the theory that underlies the understanding of Body Culture contributes significantly to paradigm changes in schools in the Brazilian countryside.RESUMEN. El objeto del texto es discutir la Cultura Corporal en el proceso de formación docente para la Licenciatura en Educación Rural (LEDUCMPO) que imparte la Universidad Federal de Mato Grosso do Sul (UFMS), señalando para la impacto que este enfoque teórico-metodológico puede tener en las escuelas rurales con miras a construir una educación ligada al pensamiento colectivo en la búsqueda de superar el modo de producción capitalista que sucumbe al hombre y la naturaleza en favor de la acumulación desenfrenada de capital, transformándolo en mercancía desechable cualquier cosa que pueda generar beneficios extraordinarios para el capitalista. Basado en las técnicas de investigación bibliográfica y documental Creemos que el lenguaje corporal entendido a la luz de la teoría que subyace en la comprensión de la Cultura Corporal contribuye significativamente a los cambios de paradigma en las escuelas del campo brasileño.ABSTRACT. The object of the text is to discuss the Corporal Culture in the process of teacher training for the Degree Course in Rural Education (LEDUCMPO) offered by the Federal University of Mato Grosso do Sul (UFMS), signaling for the impact that this theoretical-methodological approach can have on rural schools with a view to building an education linked to collective thinking in the search to overcome the capitalist mode of production that succumbs man and nature in favor of the unbridled accumulation of capital, transforming it into disposable merchandise anything that can generate extraordinary profits for the capitalist. Based on the techniques of bibliographic and documentary research. We believe that Body Language understood in the light of the theory that underlies the understanding of Body Culture contributes significantly to paradigm changes in schools in the Brazilian countryside.O objetivo do texto é discutir a Cultura Corporal no processo de formação de professores do Curso de Licenciatura em Educação do Campo (LEDUCMPO), oferecido pela Universidade Federal de Mato Grosso do Sul (UFMS), sinalizando para o impacto que essa abordagem teórico-metodológica pode exercer nas escolas do campo com vistas à construção de uma educação vinculada ao pensamento coletivo, na busca da superação do modo de produção capitalista que sucumbe o homem e a natureza em prol do desenfreado acúmulo do capital, transformando em mercadoria descartável tudo o que pode gerar lucros extraordinários ao capitalista. Para tanto, utilizamos as técnicas de pesquisa bibliográfica e documental. Consideramos que a Linguagem Corporal, analisada a luz da teoria que embasa o entendimento da Cultura Corporal, contribui de maneira significativa para mudanças de paradigmas nas escolas do campo brasileiras.
Palavras-chave: cultura corporal, linguagem corporal, educação do campo.
Teacher education process: debate about body culture in the Rural Education License Course of the Federal University of Mato Grosso do Sul
ABSTRACT. The object of the text is to discuss the Corporal Culture in the process of teacher training for the Degree Course in Rural Education (LEDUCMPO) offered by the Federal University of Mato Grosso do Sul (UFMS), signaling for the impact that this theoretical-methodological approach can have on rural schools with a view to building an education linked to collective thinking in the search to overcome the capitalist mode of production that succumbs man and nature in favor of the unbridled accumulation of capital, transforming it into disposable merchandise anything that can generate extraordinary profits for the capitalist. Based on the techniques of bibliographic and documentary research. We believe that Body Language understood in the light of the theory that underlies the understanding of Body Culture contributes significantly to paradigm changes in schools in the Brazilian countryside.
Keywords: corporal culture, body language, rural education.
Proceso de formación docente: debate sobre la cultura del cuerpo en el curso de Licencia de Educación en el Campo de la Universidad Federal de Mato Grosso do Sul
RESUMEN. El objeto del texto es discutir la Cultura Corporal en el proceso de formación docente para la Licenciatura en Educación Rural (LEDUCMPO) que imparte la Universidad Federal de Mato Grosso do Sul (UFMS), señalando para la impacto que este enfoque teórico-metodológico puede tener en las escuelas rurales con miras a construir una educación ligada al pensamiento colectivo en la búsqueda de superar el modo de producción capitalista que sucumbe al hombre y la naturaleza en favor de la acumulación desenfrenada de capital, transformándolo en mercancía desechable cualquier cosa que pueda generar beneficios extraordinarios para el capitalista. Basado en las técnicas de investigación bibliográfica y documental Creemos que el lenguaje corporal entendido a la luz de la teoría que subyace en la comprensión de la Cultura Corporal contribuye significativamente a los cambios de paradigma en las escuelas del campo brasileño.
Palabras clave: cultura corporal, lenguaje corporal, educación rural
O Núcleo de Agroecologia e Artes do Vale do Gurguéia (NAGU): uma práxis cultural em defesa da vida
Get PDFABSTRACT. The current study takes experiences accumulated in the research, teaching and extension fields at Vale do Gurguéia Center for Agroecology and Arts - which is linked to the Undergraduate Course in Rural Education of Federal University of Piauí - as basis to reflect about the performance of the aforementioned Center, mainly in its cultural aspect. Its aim is to understand the role played by art in building a cultural agroecological education. In methodological terms, the present study has action-research features and takes into consideration actions carried out by NAGU in two different languages – i.e., the theater and audiovisual language -, for qualitative analysis purposes. The current research, which is inserted in a field of conflict between peasantry and agribusiness, highlights agroecology as element of resistance and popular education, whereas art is considered a constitutive and fundamental element of agroecological culture. Thus, aesthetics is herein depicted as front to be occupied in the construction for a popular educational project focused on the countryside and on its subjects. This project involves learning about collective struggles and the process to elaborate a political culture shared between universities and communities.ABSTRACT. The current study takes experiences accumulated in the research, teaching and extension fields at Vale do Gurguéia Center for Agroecology and Arts - which is linked to the Undergraduate Course in Rural Education of Federal University of Piauí - as basis to reflect about the performance of the aforementioned Center, mainly in its cultural aspect. Its aim is to understand the role played by art in building a cultural agroecological education. In methodological terms, the present study has action-research features and takes into consideration actions carried out by NAGU in two different languages – i.e., the theater and audiovisual language -, for qualitative analysis purposes. The current research, which is inserted in a field of conflict between peasantry and agribusiness, highlights agroecology as element of resistance and popular education, whereas art is considered a constitutive and fundamental element of agroecological culture. Thus, aesthetics is herein depicted as front to be occupied in the construction for a popular educational project focused on the countryside and on its subjects. This project involves learning about collective struggles and the process to elaborate a political culture shared between universities and communities.RESUMEN. Partimos de las experiencias acumuladas en el campo de la investigación, docencia y extensión del Núcleo de Agroecologia e Artes do Vale do Gurguéia, vinculado a la Licenciatura en Educación Rural de la Universidad Federal de Piauí, para reflexionar sobre el desempeño del Núcleo, especialmente en su aspecto cultural. En este ejercicio buscamos comprender el papel del arte en la construcción de una educación cultural agroecológica. Metodológicamente, la investigación tiene características de investigación acción y consideró para el análisis cualitativo, acciones realizadas por NAGU en dos lenguajes: teatro y audiovisual. Ubicada en una zona de conflicto entre el campesinado y la agroindustria, la investigación destaca la agroecología como elemento de resistencia y la educación popular y el arte como elemento constitutivo y fundamental de la cultura agroecológica, revelando la estética como un frente a ocupar en la construcción de un proyecto del campo educativo popular y con sus sujetos. Este proyecto implica el aprendizaje de la lucha colectiva y la elaboración de una cultura política compartida entre universidades y comunidades.ABSTRACT. The current study takes experiences accumulated in the research, teaching and extension fields at Vale do Gurguéia Center for Agroecology and Arts - which is linked to the Undergraduate Course in Rural Education of Federal University of Piauí - as basis to reflect about the performance of the aforementioned Center, mainly in its cultural aspect. Its aim is to understand the role played by art in building a cultural agroecological education. In methodological terms, the present study has action-research features and takes into consideration actions carried out by NAGU in two different languages – i.e., the theater and audiovisual language -, for qualitative analysis purposes. The current research, which is inserted in a field of conflict between peasantry and agribusiness, highlights agroecology as element of resistance and popular education, whereas art is considered a constitutive and fundamental element of agroecological culture. Thus, aesthetics is herein depicted as front to be occupied in the construction for a popular educational project focused on the countryside and on its subjects. This project involves learning about collective struggles and the process to elaborate a political culture shared between universities and communities.Partimos das experiências acumuladas no âmbito da pesquisa, do ensino e da extensão do Núcleo de Agroecologia e Artes do Vale do Gurguéia, ligado à Licenciatura em Educação do Campo da Universidade Federal do Piauí, para refletir sobre a atuação do Núcleo, sobretudo em seu aspecto cultural. Nesse exercício, buscamos compreender o papel da arte na construção de uma educação agroecológica cultural. Metodologicamente, a pesquisa tem características da pesquisa-ação e considerou para análise, qualitativa, ações realizadas pelo NAGU em duas linguagens: a do teatro e a do audiovisual. Situada em uma área de conflitos entre o campesinato e o agronegócio, a pesquisa evidencia a agroecologia como elemento de resistência e de educação popular e a arte como elemento constitutivo e fundamental da cultura agroecológica, revelando o estético como um front a ser ocupado na construção por um projeto educativo popular, do campo e com seus sujeitos. Esse projeto passa pela aprendizagem da luta coletiva e da elaboração de uma cultura política compartilhada entre universidade e comunidades.
Palavras-chave: campesinato, educação do campo, socioagrobiodiversidade, estética.
Agroecology and Arts Center of Gurgueia Valley (NAGU): praxis in defense of life
ABSTRACT. The current study takes experiences accumulated in the research, teaching and extension fields at Vale do Gurguéia Center for Agroecology and Arts - which is linked to the Undergraduate Course in Rural Education of Federal University of Piauí - as basis to reflect about the performance of the aforementioned Center, mainly in its cultural aspect. Its aim is to understand the role played by art in building a cultural agroecological education. In methodological terms, the present study has action-research features and takes into consideration actions carried out by NAGU in two different languages – i.e., the theater and audiovisual language -, for qualitative analysis purposes. The current research, which is inserted in a field of conflict between peasantry and agribusiness, highlights agroecology as element of resistance and popular education, whereas art is considered a constitutive and fundamental element of agroecological culture. Thus, aesthetics is herein depicted as front to be occupied in the construction for a popular educational project focused on the countryside and on its subjects. This project involves learning about collective struggles and the process to elaborate a political culture shared between universities and communities.
Keywords: peasantry, rural education, socioagrobiodiversity, aesthetics.
El Núcleo de Agroecologia y Artes de Vale do Gurguéia (NAGU): una praxis cultural en defensa de la vida)
RESUMEN. Partimos de las experiencias acumuladas en el campo de la investigación, docencia y extensión del Núcleo de Agroecologia e Artes do Vale do Gurguéia, vinculado a la Licenciatura en Educación Rural de la Universidad Federal de Piauí, para reflexionar sobre el desempeño del Núcleo, especialmente en su aspecto cultural. En este ejercicio buscamos comprender el papel del arte en la construcción de una educación cultural agroecológica. Metodológicamente, la investigación tiene características de investigación acción y consideró para el análisis cualitativo, acciones realizadas por NAGU en dos lenguajes: teatro y audiovisual. Ubicada en una zona de conflicto entre el campesinado y la agroindustria, la investigación destaca la agroecología como elemento de resistencia y la educación popular y el arte como elemento constitutivo y fundamental de la cultura agroecológica, revelando la estética como un frente a ocupar en la construcción de un proyecto del campo educativo popular y con sus sujetos. Este proyecto implica el aprendizaje de la lucha colectiva y la elaboración de una cultura política compartida entre universidades y comunidades.
Palabras clave: campesinado, educación rural, socioagrobiodiversidad, estética.
Comunalizar la escuela bilingüe desde los suelos que respiramos: Voces y prácticas comunitarias de maestras y maestros chinantecos en Oaxaca
Get PDFComunicando a educação bilíngue a partir dos solos que respiramos: vozes e práticas comunitárias de professores chinantecos em Oaxaca
Este artigo trata de uma experiência da trajetória da educação comunitária em comunidades Chinantec no estado de Oaxaca. Os professores Chinantec assumiram a tarefa histórica de construir projetos educacionais a partir do coletivo, ações que lhes permitiram desvendar as rotas de descolonização da educação. A interação simétrica entre a escola e as comunidades tem se fortalecido ao longo dos anos. Essas formas e práticas escolares também consideram seus próprios temas que permitem processos que reivindicam a dinâmica e as estruturas da comunidade, como o conhecimento e o saber-fazer da comunidade rural que são gerados no dia a dia. "Comunalizar a educação", entre outros, é um princípio do movimento pedagógico que orienta o trabalho educacional entre os chinantecos como sujeitos comunitários. Devemos mencionar que o acompanhamento pedagógico e o vínculo com o movimento político dos professores nos aproximou de dados e testemunhos importantes da observação envolvida e das entrevistas que realizamos para a elaboração dessa experiência educacional localizada.
Palavras-chave: comunalidade, educação comunitária localizada, movimento pedagógico, descolonização e conhecimento comunitário.
Comunalizar la escuela bilingüe desde los suelos que respiramos: Voces y prácticas comunitarias de maestras y maestros chinantecos en Oaxaca
RESUMEN. El escrito aborda una experiencia sobre la trayectoria de la Educación Comunitaria localizada en comunidades chinantecas del Estado de Oaxaca. Profesores y profesoras chinantecas se han dado a la tarea histórica de construir proyectos educativos desde la colectividad, acciones que les han permitido desentrañar las rutas para descolonizar la educación. La interacción simétrica entre la escuela y las comunidades se ha ido fortaleciendo a través de los años de trabajo. Estas formas y prácticas escolares también consideran temas propios que permiten hacer procesos reivindicativos de las dinámicas y estructuras comunitarias, como saberes y conocimientos rurales comunitarios que se genera en lo cotidiano, Se puntualiza la comunalidad como horizonte práctico-explicativo que ayuda a articular los saberes y conocimientos comunalitarios en las prácticas escolares, luego entonces experiencias educativas otras desde una concepción de aprendizaje en colectivo –por comprensión-. “Comunalizar la educación”, entre otros, es un principio del movimiento pedagógico que orienta el trabajo educativo entre los Chinantecos como sujetos comunitarios. Hemos de mencionar, que el acompañamiento pedagógico y la vinculación con el movimiento político magisterial nos ha acercado a datos importantes y testimonios desde la observación involucrada y entrevistas conversadas para la elaboración de esta experiencia educativa localizada.
Palabras clave: comunalidad, educación comunitaria localizada, movimiento pedagógico, descolonización y conocimientos comunitarios.
Communicating the bilingual school from the soils we breathe: Voices and community practices of chinantecos teachers in Oaxaca
ABSTRACT. This paper deals with an experience on the trajectory of Community Education located in Chinantec communities in the State of Oaxaca. Chinantec teachers have given themselves the historical task of building educational projects from the community, actions that have allowed them to unravel the routes to decolonize education. The symmetrical interaction between the school and the communities has been strengthened through years of work. These school forms and practices also consider their own topics that allow making vindicating processes of community dynamics and structures, such as rural community knowledge and knowledges that are generated on a daily basis, communality is pointed out as a practical-explanatory horizon that helps to articulate community knowledge and knowledges in school practices, then other educational experiences from a conception of collective learning -by understanding-. "Communalizing education", among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects. We have to mention that the pedagogical accompaniment and the link with the political movement of teachers has brought us closer to important data and testimonies from the observation involved and interviews for the elaboration of this localized educational experience.
Keywords: communality, localized community education, pedagogical movement, decolonization and community knowledge.The paper presents an experience on Community Education in rural indigenous communities in the Chinantla region in the State of Oaxaca. Chinantec indigenous teachers have given themselves the historical task of building, through courses, workshops and collective work meetings, full of analysis and reflection, a path of teacher self-training through their community being, knowing and doing inspired from the movement state pedagogical system and their own communal socio-cultural environments. The symmetrical interaction between the school and the communities has been strengthened through the years of work. The inclusion in decision-making with parents, authorities and local personalities and guests has allowed them to build decolonizing community pedagogical measures for educational life (preschool, primary and community secondary).
These forms and school practices also consider their own issues that allow processes to demand community dynamics and structures, such as knowledge and rural community knowledge that are generated, for example, in the cargo system, community tequios, work for subsistence, community health and other issues drawn from these very own situations. In different words, they highlight communal learning from what is observed, heard and done in community.
Communality is pointed out as a practical-explanatory horizon that helps to articulate communal knowledge and knowledge in school practices, then other educational experiences from a conception of collective learning -by understanding-. “Communalize education”, among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects.Comunicando a educação bilíngue a partir dos solos que respiramos: vozes e práticas comunitárias de professores chinantecos em Oaxaca
Este artigo trata de uma experiência da trajetória da educação comunitária em comunidades Chinantec no estado de Oaxaca. Os professores Chinantec assumiram a tarefa histórica de construir projetos educacionais a partir do coletivo, ações que lhes permitiram desvendar as rotas de descolonização da educação. A interação simétrica entre a escola e as comunidades tem se fortalecido ao longo dos anos. Essas formas e práticas escolares também consideram seus próprios temas que permitem processos que reivindicam a dinâmica e as estruturas da comunidade, como o conhecimento e o saber-fazer da comunidade rural que são gerados no dia a dia. "Comunalizar a educação", entre outros, é um princípio do movimento pedagógico que orienta o trabalho educacional entre os chinantecos como sujeitos comunitários. Devemos mencionar que o acompanhamento pedagógico e o vínculo com o movimento político dos professores nos aproximou de dados e testemunhos importantes da observação envolvida e das entrevistas que realizamos para a elaboração dessa experiência educacional localizada.
Palavras-chave: comunalidade, educação comunitária localizada, movimento pedagógico, descolonização e conhecimento comunitário.
Comunalizar la escuela bilingüe desde los suelos que respiramos: Voces y prácticas comunitarias de maestras y maestros chinantecos en Oaxaca
RESUMEN. El escrito aborda una experiencia sobre la trayectoria de la Educación Comunitaria localizada en comunidades chinantecas del Estado de Oaxaca. Profesores y profesoras chinantecas se han dado a la tarea histórica de construir proyectos educativos desde la colectividad, acciones que les han permitido desentrañar las rutas para descolonizar la educación. La interacción simétrica entre la escuela y las comunidades se ha ido fortaleciendo a través de los años de trabajo. Estas formas y prácticas escolares también consideran temas propios que permiten hacer procesos reivindicativos de las dinámicas y estructuras comunitarias, como saberes y conocimientos rurales comunitarios que se genera en lo cotidiano, Se puntualiza la comunalidad como horizonte práctico-explicativo que ayuda a articular los saberes y conocimientos comunalitarios en las prácticas escolares, luego entonces experiencias educativas otras desde una concepción de aprendizaje en colectivo –por comprensión-. “Comunalizar la educación”, entre otros, es un principio del movimiento pedagógico que orienta el trabajo educativo entre los Chinantecos como sujetos comunitarios. Hemos de mencionar, que el acompañamiento pedagógico y la vinculación con el movimiento político magisterial nos ha acercado a datos importantes y testimonios desde la observación involucrada y entrevistas conversadas para la elaboración de esta experiencia educativa localizada.
Palabras clave: comunalidad, educación comunitaria localizada, movimiento pedagógico, descolonización y conocimientos comunitarios.
Communicating the bilingual school from the soils we breathe: Voices and community practices of chinantecos teachers in Oaxaca
ABSTRACT. This paper deals with an experience on the trajectory of Community Education located in Chinantec communities in the State of Oaxaca. Chinantec teachers have given themselves the historical task of building educational projects from the community, actions that have allowed them to unravel the routes to decolonize education. The symmetrical interaction between the school and the communities has been strengthened through years of work. These school forms and practices also consider their own topics that allow making vindicating processes of community dynamics and structures, such as rural community knowledge and knowledges that are generated on a daily basis, communality is pointed out as a practical-explanatory horizon that helps to articulate community knowledge and knowledges in school practices, then other educational experiences from a conception of collective learning -by understanding-. "Communalizing education", among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects. We have to mention that the pedagogical accompaniment and the link with the political movement of teachers has brought us closer to important data and testimonies from the observation involved and interviews for the elaboration of this localized educational experience.
Keywords: communality, localized community education, pedagogical movement, decolonization and community knowledge.
Estas formas y prácticas escolares también consideran temas propios que permiten hacer procesos reivindicativos de las dinámicas y estructuras comunitarias, como saberes y conocimientos rurales comunitarios que se generan, por ejemplo, en el sistema de cargos, los tequios comunitarios, el trabajo para la subsistencia, la salud comunitaria y, otros temas extraídos de estas situaciones muy propias. En palabras distintas, destacan el aprendizaje comunal desde lo que se observa, se escucha y se hace en comunidad.
Se puntualiza la comunalidad como horizonte práctico-explicativo que ayuda a articular los saberes y conocimientos comunalitarios en las prácticas escolares, luego entonces experiencias educativas otras desde una concepción de aprendizaje en colectivo –por comprensión-. “Comunalizar la educación”, entre otros, es un principio del movimiento pedagógico que orienta el trabajo educativo entre los Chinantecos como sujetos comunitarios.Comunicando a educação bilíngue a partir dos solos que respiramos: vozes e práticas comunitárias de professores chinantecos em Oaxaca
Este artigo trata de uma experiência da trajetória da educação comunitária em comunidades Chinantec no estado de Oaxaca. Os professores Chinantec assumiram a tarefa histórica de construir projetos educacionais a partir do coletivo, ações que lhes permitiram desvendar as rotas de descolonização da educação. A interação simétrica entre a escola e as comunidades tem se fortalecido ao longo dos anos. Essas formas e práticas escolares também consideram seus próprios temas que permitem processos que reivindicam a dinâmica e as estruturas da comunidade, como o conhecimento e o saber-fazer da comunidade rural que são gerados no dia a dia. "Comunalizar a educação", entre outros, é um princípio do movimento pedagógico que orienta o trabalho educacional entre os chinantecos como sujeitos comunitários. Devemos mencionar que o acompanhamento pedagógico e o vínculo com o movimento político dos professores nos aproximou de dados e testemunhos importantes da observação envolvida e das entrevistas que realizamos para a elaboração dessa experiência educacional localizada.
Palavras-chave: comunalidade, educação comunitária localizada, movimento pedagógico, descolonização e conhecimento comunitário.
Comunalizar la escuela bilingüe desde los suelos que respiramos: Voces y prácticas comunitarias de maestras y maestros chinantecos en Oaxaca
RESUMEN. El escrito aborda una experiencia sobre la trayectoria de la Educación Comunitaria localizada en comunidades chinantecas del Estado de Oaxaca. Profesores y profesoras chinantecas se han dado a la tarea histórica de construir proyectos educativos desde la colectividad, acciones que les han permitido desentrañar las rutas para descolonizar la educación. La interacción simétrica entre la escuela y las comunidades se ha ido fortaleciendo a través de los años de trabajo. Estas formas y prácticas escolares también consideran temas propios que permiten hacer procesos reivindicativos de las dinámicas y estructuras comunitarias, como saberes y conocimientos rurales comunitarios que se genera en lo cotidiano, Se puntualiza la comunalidad como horizonte práctico-explicativo que ayuda a articular los saberes y conocimientos comunalitarios en las prácticas escolares, luego entonces experiencias educativas otras desde una concepción de aprendizaje en colectivo –por comprensión-. “Comunalizar la educación”, entre otros, es un principio del movimiento pedagógico que orienta el trabajo educativo entre los Chinantecos como sujetos comunitarios. Hemos de mencionar, que el acompañamiento pedagógico y la vinculación con el movimiento político magisterial nos ha acercado a datos importantes y testimonios desde la observación involucrada y entrevistas conversadas para la elaboración de esta experiencia educativa localizada.
Palabras clave: comunalidad, educación comunitaria localizada, movimiento pedagógico, descolonización y conocimientos comunitarios.
Communicating the bilingual school from the soils we breathe: Voices and community practices of chinantecos teachers in Oaxaca
ABSTRACT. This paper deals with an experience on the trajectory of Community Education located in Chinantec communities in the State of Oaxaca. Chinantec teachers have given themselves the historical task of building educational projects from the community, actions that have allowed them to unravel the routes to decolonize education. The symmetrical interaction between the school and the communities has been strengthened through years of work. These school forms and practices also consider their own topics that allow making vindicating processes of community dynamics and structures, such as rural community knowledge and knowledges that are generated on a daily basis, communality is pointed out as a practical-explanatory horizon that helps to articulate community knowledge and knowledges in school practices, then other educational experiences from a conception of collective learning -by understanding-. "Communalizing education", among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects. We have to mention that the pedagogical accompaniment and the link with the political movement of teachers has brought us closer to important data and testimonies from the observation involved and interviews for the elaboration of this localized educational experience.
Keywords: communality, localized community education, pedagogical movement, decolonization and community knowledge.Comunicando a educação bilíngue a partir dos solos que respiramos: vozes e práticas comunitárias de professores chinantecos em Oaxaca
Este artigo trata de uma experiência da trajetória da educação comunitária em comunidades Chinantec no estado de Oaxaca. Os professores Chinantec assumiram a tarefa histórica de construir projetos educacionais a partir do coletivo, ações que lhes permitiram desvendar as rotas de descolonização da educação. A interação simétrica entre a escola e as comunidades tem se fortalecido ao longo dos anos. Essas formas e práticas escolares também consideram seus próprios temas que permitem processos que reivindicam a dinâmica e as estruturas da comunidade, como o conhecimento e o saber-fazer da comunidade rural que são gerados no dia a dia. "Comunalizar a educação", entre outros, é um princípio do movimento pedagógico que orienta o trabalho educacional entre os chinantecos como sujeitos comunitários. Devemos mencionar que o acompanhamento pedagógico e o vínculo com o movimento político dos professores nos aproximou de dados e testemunhos importantes da observação envolvida e das entrevistas que realizamos para a elaboração dessa experiência educacional localizada.
Palavras-chave: comunalidade, educação comunitária localizada, movimento pedagógico, descolonização e conhecimento comunitário.
Comunalizar la escuela bilingüe desde los suelos que respiramos: Voces y prácticas comunitarias de maestras y maestros chinantecos en Oaxaca
RESUMEN. El escrito aborda una experiencia sobre la trayectoria de la Educación Comunitaria localizada en comunidades chinantecas del Estado de Oaxaca. Profesores y profesoras chinantecas se han dado a la tarea histórica de construir proyectos educativos desde la colectividad, acciones que les han permitido desentrañar las rutas para descolonizar la educación. La interacción simétrica entre la escuela y las comunidades se ha ido fortaleciendo a través de los años de trabajo. Estas formas y prácticas escolares también consideran temas propios que permiten hacer procesos reivindicativos de las dinámicas y estructuras comunitarias, como saberes y conocimientos rurales comunitarios que se genera en lo cotidiano, Se puntualiza la comunalidad como horizonte práctico-explicativo que ayuda a articular los saberes y conocimientos comunalitarios en las prácticas escolares, luego entonces experiencias educativas otras desde una concepción de aprendizaje en colectivo –por comprensión-. “Comunalizar la educación”, entre otros, es un principio del movimiento pedagógico que orienta el trabajo educativo entre los Chinantecos como sujetos comunitarios. Hemos de mencionar, que el acompañamiento pedagógico y la vinculación con el movimiento político magisterial nos ha acercado a datos importantes y testimonios desde la observación involucrada y entrevistas conversadas para la elaboración de esta experiencia educativa localizada.
Palabras clave: comunalidad, educación comunitaria localizada, movimiento pedagógico, descolonización y conocimientos comunitarios.
Communicating the bilingual school from the soils we breathe: Voices and community practices of chinantecos teachers in Oaxaca
ABSTRACT. This paper deals with an experience on the trajectory of Community Education located in Chinantec communities in the State of Oaxaca. Chinantec teachers have given themselves the historical task of building educational projects from the community, actions that have allowed them to unravel the routes to decolonize education. The symmetrical interaction between the school and the communities has been strengthened through years of work. These school forms and practices also consider their own topics that allow making vindicating processes of community dynamics and structures, such as rural community knowledge and knowledges that are generated on a daily basis, communality is pointed out as a practical-explanatory horizon that helps to articulate community knowledge and knowledges in school practices, then other educational experiences from a conception of collective learning -by understanding-. "Communalizing education", among others, is a principle of the pedagogical movement that guides the educational work among the Chinantecos as community subjects. We have to mention that the pedagogical accompaniment and the link with the political movement of teachers has brought us closer to important data and testimonies from the observation involved and interviews for the elaboration of this localized educational experience.
Keywords: communality, localized community education, pedagogical movement, decolonization and community knowledge
Políticas educacionais para o enfrentamento do analfabetismo de jovens e adultos no extremo norte do Bico do Papagaio - Tocantins: o caso do município de Augustinópolis
Get PDFABSTRACT. This research analyzes the educational policies developed by the municipality government of Augustinópolis for the partial implementation of mark 9, of the Municipal Education Plan (PME- 2015-2025) which deals with illiteracy among young people and adults. The monitoring and evaluation reports of the PME (2015-2025) were analyzed, together with the comparison between the absolute data of illiterates from the 2010 Census, and the number of enrollments in the first segment of youth and adult education (EJA), made available by the School Census for the years 2011 to 2021, of the researched municipality. The results demonstrate the limits and absences of the municipal government with youth and adult education policies.ABSTRACT. This research analyzes the educational policies developed by the municipality government of Augustinópolis for the partial implementation of mark 9, of the Municipal Education Plan (PME- 2015-2025) which deals with illiteracy among young people and adults. The monitoring and evaluation reports of the PME (2015-2025) were analyzed, together with the comparison between the absolute data of illiterates from the 2010 Census, and the number of enrollments in the first segment of youth and adult education (EJA), made available by the School Census for the years 2011 to 2021, of the researched municipality. The results demonstrate the limits and absences of the municipal government with youth and adult education policies.RESUMEN. Esta investigación analiza las políticas educativas desarrolladas por el gobierno municipal de Augustinópolis para la implementación parcial de la meta 9, del Plan Municipal de Educación (PME - 2015-2025) que trata el analfabetismo entre jóvenes y adultos. Se analizaron los informes de seguimiento y evaluación del PME (2015-2025), así como la comparación entre los datos absolutos de analfabetos del Censo de 2010, y el número de matrículas en el primer segmento de educación de jóvenes y adultos (EJA), disponibles por el Censo Escolar de 2011 a 2021. Los resultados demuestran los límites y las ausencias del gobierno municipal con las políticas de educación de jóvenes y adultos.ABSTRACT. This research analyzes the educational policies developed by the municipality government of Augustinópolis for the partial implementation of mark 9, of the Municipal Education Plan (PME- 2015-2025) which deals with illiteracy among young people and adults. The monitoring and evaluation reports of the PME (2015-2025) were analyzed, together with the comparison between the absolute data of illiterates from the 2010 Census, and the number of enrollments in the first segment of youth and adult education (EJA), made available by the School Census for the years 2011 to 2021, of the researched municipality. The results demonstrate the limits and absences of the municipal government with youth and adult education policies.Esta pesquisa analisa as políticas educacionais desenvolvidas por parte do governo municipal de Augustinópolis para a efetivação parcial da meta 9, do Plano Municipal de Educação (PME - 2015-2025), que trata sobre o analfabetismo de jovens e adultos. Os relatórios de monitoramento e avaliação do PME (2015-2025) foram analisados junto com a comparação entre os dados absolutos de analfabetos do Censo de 2010, e a quantidade de matrícula no primeiro segmento da educação de jovens e adultos (EJA), disponibilizados pelo Censo Escolar dos anos de 2011 a 2021, do município pesquisado. Os resultados demonstram os limites e ausências do governo municipal com as políticas de educação de jovens e adultos.
Palavras-chave: políticas educacionais, analfabetismo, educação de jovens e adultos.
Educational policies to face youth and adults illiteracy in the extreme north of Bico do Papagaio – Tocantins: the case of municipality of Augustinópolis
ABSTRACT. This research analyzes the educational policies developed by the municipality government of Augustinópolis for the partial implementation of mark 9, of the Municipal Education Plan (PME- 2015-2025) which deals with illiteracy among young people and adults. The monitoring and evaluation reports of the PME (2015-2025) were analyzed, together with the comparison between the absolute data of illiterates from the 2010 Census, and the number of enrollments in the first segment of youth and adult education (EJA), made available by the School Census for the years 2011 to 2021, of the researched municipality. The results demonstrate the limits and absences of the municipal government with youth and adult education policies.
Keywords: educational policies, illiteracy, education youth and adults.
Políticas educativas para enfrentar el analfabetismo entre jóvenes y adultos en el extremo norte de Bico do Papagaio - Tocantins: el caso del municipio de Augustinópolis
RESUMEN. Esta investigación analiza las políticas educativas desarrolladas por el gobierno municipal de Augustinópolis para la implementación parcial de la meta 9, del Plan Municipal de Educación (PME - 2015-2025) que trata el analfabetismo entre jóvenes y adultos. Se analizaron los informes de seguimiento y evaluación del PME (2015-2025), así como la comparación entre los datos absolutos de analfabetos del Censo de 2010, y el número de matrículas en el primer segmento de educación de jóvenes y adultos (EJA), disponibles por el Censo Escolar de 2011 a 2021. Los resultados demuestran los límites y las ausencias del gobierno municipal con las políticas de educación de jóvenes y adultos.
Palabras clave: políticas educativas, analfabetismo, educación de jóvenes y adultos
As contribuições dos projetos didáticos para o ensino de Ciências Naturais em escola do campo
Get PDFABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. RESUMEN. El objetivo general de este estudio fue analizar los aportes de los proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales, evidenciando relaciones con los principios teórico-metodológicos de la Educación Rural. Para ello, se realizó la caracterización de la práctica pedagógica de los docentes investigados, destacando los aportes de los proyectos a la superación de las prácticas pedagógicas tradicionales. Se realizó una investigación de campo con enfoque cualitativo, y se utilizaron como dispositivos de producción de datos el cuestionario y el análisis documental de los proyectos didácticos desarrollados en la escuela investigada. El campo de investigación fue la Unidad Escolar Manoel Francisco, ubicada en la comunidad rural de Baixinha, ubicada a unos 40 km de la cabecera del municipio de Sigefredo Pacheco - Piauí. Los interlocutores fueron dos profesores de Ciencias Naturales que trabajan en los últimos años de la Escuela Primaria. Los resultados indican que los proyectos didácticos contribuyen a la enseñanza de las Ciencias Naturales en las escuelas rurales respetando algunos principios teórico-metodológicos de la Educación Rural, entre los que destacan: la valorización de las experiencias de los estudiantes; la problematización y el estudio de la realidad; la propuesta de intervenciones; Horizontalidad en la relación profesor-alumno, favoreciendo una enseñanza significativa centrada en los deseos y necesidades de los alumnos. ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs. O objetivo geral deste estudo foi analisar as contribuições dos projetos didáticos para o ensino de Ciências Naturais em escola do campo, evidenciando relações com os princípios teórico-metodológicos da Educação do Campo. Para tanto, realizou-se a caracterização da prática pedagógica dos professores pesquisados, destacando as contribuições dos projetos para a superação de práticas pedagógicas de caráter tradicional. Realizou-se pesquisa de campo de abordagem qualitativa, e utilizou-se, como dispositivos de produção de dados, o questionário e a análise documental dos projetos didáticos desenvolvidos na escola pesquisada. O campo de pesquisa foi a Unidade Escolar Manoel Francisco, localizada na comunidade rural Baixinha, situada a cerca de 40 km da sede do município de Sigefredo Pacheco - Piauí. Os interlocutores foram dois professores de Ciências Naturais que atuam nos anos finais do Ensino Fundamental. Os resultados apontam que os projetos didáticos contribuem para que o ensino de Ciências Naturais em escolas do campo respeite alguns princípios teórico-metodológicos da Educação do Campo, entre os quais, destacam-se: a valorização das experiências dos educandos; a problematização e estudo da realidade; a proposição de intervenções; a horizontalidade na relação professor-aluno, favorecendo um ensino significativo e voltado para os anseios e as necessidades dos estudantes.
Palavras-chave: metodologia, educação do campo, ensino.
The contributions of didactic projects to the teaching of Natural Sciences in rural schools
ABSTRACT. The general objective of this study was to analyze the contributions of didactic projects to the teaching of Natural Sciences in rural schools, evidencing relations with the theoretical-methodological principles of Rural Education. To this end, the characterization of the pedagogical practice of the teachers researched was carried out, highlighting the contributions of the projects to the overcoming of traditional pedagogical practices. Field research with a qualitative approach was carried out, and the questionnaire and document analysis of the didactic projects developed in the researched school were used as data production devices. The research field was the Manoel Francisco School Unit, located in the rural community of Baixinha, located about 40 km from the seat of the municipality of Sigefredo Pacheco - Piauí. The interlocutors were two teachers of Natural Sciences who work in the final years of Elementary School. The results indicate that the didactic projects contribute to the teaching of Natural Sciences in rural schools respecting some theoretical-methodological principles of Rural Education, among which the following stand out: the valorization of the students' experiences; the problematization and study of reality; the proposition of interventions; horizontality in the teacher-student relationship, favoring meaningful teaching focused on the students' desires and needs.
Keywords: methodology, rural education, teaching.
Los aportes de proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales
RESUMEN. El objetivo general de este estudio fue analizar los aportes de los proyectos didácticos a la enseñanza de las Ciencias Naturales en las escuelas rurales, evidenciando relaciones con los principios teórico-metodológicos de la Educación Rural. Para ello, se realizó la caracterización de la práctica pedagógica de los docentes investigados, destacando los aportes de los proyectos a la superación de las prácticas pedagógicas tradicionales. Se realizó una investigación de campo con enfoque cualitativo, y se utilizaron como dispositivos de producción de datos el cuestionario y el análisis documental de los proyectos didácticos desarrollados en la escuela investigada. El campo de investigación fue la Unidad Escolar Manoel Francisco, ubicada en la comunidad rural de Baixinha, ubicada a unos 40 km de la cabecera del municipio de Sigefredo Pacheco - Piauí. Los interlocutores fueron dos profesores de Ciencias Naturales que trabajan en los últimos años de la Escuela Primaria. Los resultados indican que los proyectos didácticos contribuyen a la enseñanza de las Ciencias Naturales en las escuelas rurales respetando algunos principios teórico-metodológicos de la Educación Rural, entre los que destacan: la valorización de las experiencias de los estudiantes; la problematización y el estudio de la realidad; la propuesta de intervenciones; Horizontalidad en la relación profesor-alumno, favoreciendo una enseñanza significativa centrada en los deseos y necesidades de los alumnos.
Palabras clave: metodología, educación rural, enseñanza
BNCC, Educação Infantil e as intervenções do mercado: alguns apontamentos
Get PDFABSTRACT. This article aims to address and analyze the competencies in Early Childhood Education - learning rights - even if incipiently and how they are described in pedagogical documents. The methodology used to this end was permeated by the qualitative approach subsidized by Bardin (1977) with a cut to literature review and document analysis. The work is divided into four topics, they are: the first, in which we present the documents that will be analyzed and the process of construction of the Common National Curricular Base (BNCC), the second topic, in which we highlight the following terms: skills, abilities, attitude and experience, these are contained in the documents that subsidize basic education, as the National Curriculum Guidelines for Education and the BNCC, already in the third moment we problematize the market intervention in public education. Finally, we highlight the weaknesses of education caused by market interventions through public educational policies.ABSTRACT. This article aims to address and analyze the competencies in Early Childhood Education - learning rights - even if incipiently and how they are described in pedagogical documents. The methodology used to this end was permeated by the qualitative approach subsidized by Bardin (1977) with a cut to literature review and document analysis. The work is divided into four topics, they are: the first, in which we present the documents that will be analyzed and the process of construction of the Common National Curricular Base (BNCC), the second topic, in which we highlight the following terms: skills, abilities, attitude and experience, these are contained in the documents that subsidize basic education, as the National Curriculum Guidelines for Education and the BNCC, already in the third moment we problematize the market intervention in public education. Finally, we highlight the weaknesses of education caused by market interventions through public educational policies.RESUMEN. Este artículo pretende abordar y analizar las competencias en Educación Infantil -derechos de aprendizaje- aunque sea de forma incipiente y cómo se describen en los documentos pedagógicos. La metodología utilizada para este fin fue permeada por el abordaje cualitativo subsidiado en Bardin (1977) con corte de revisión de literatura y análisis de documentos. El trabajo se subdivide en cuatro temas, ellos son: el primero, en el cual presentamos los documentos que serán analizados y el proceso de construcción de la Base Curricular Nacional Común (BNCC), el segundo tema, en el cual dejamos en evidencia los siguientes términos: habilidades, destrezas, actitud y experiencia, estos están contenidos en los documentos que subsidian la educación básica, como los Lineamientos Curriculares Nacionales para la Educación y las BNCC, ya en el tercer momento problematizamos la intervención del mercado en la educación pública. Por último, destacamos las debilidades de la educación causadas por las intervenciones del mercado a través de las políticas públicas educativas.ABSTRACT. This article aims to address and analyze the competencies in Early Childhood Education - learning rights - even if incipiently and how they are described in pedagogical documents. The methodology used to this end was permeated by the qualitative approach subsidized by Bardin (1977) with a cut to literature review and document analysis. The work is divided into four topics, they are: the first, in which we present the documents that will be analyzed and the process of construction of the Common National Curricular Base (BNCC), the second topic, in which we highlight the following terms: skills, abilities, attitude and experience, these are contained in the documents that subsidize basic education, as the National Curriculum Guidelines for Education and the BNCC, already in the third moment we problematize the market intervention in public education. Finally, we highlight the weaknesses of education caused by market interventions through public educational policies.O presente artigo tem como objetivo abordar e analisar as competências na Educação Infantil – direitos de aprendizagem – ainda que de forma incipiente e como elas estão descritas nos documentos pedagógicos. A metodologia utilizada para este fim permeou-se pela abordagem qualitativa subsidiada em Bardin (1977) com recorte para revisão bibliográfica e análise documental. O trabalho encontra-se subdividido em quatro tópicos, são eles: o primeiro, em que apresentamos os documentos que serão analisados e o processo de construção da Base Nacional Comum Curricular (BNCC), o segundo tópico, na qual deixamos em evidência os seguintes termos: as competências, habilidades, atitude e experiência, estes constam nos documentos que subsidiam a educação básica, como as Diretrizes Curriculares Nacionais para Educação e a BNCC, já no terceiro momento problematizamos a intervenção do mercado na educação pública. Por último, evidenciamos as fragilidades da educação causadas pelas intervenções do mercado por meio das políticas públicas educacionais.
Palavras-chave: BNCC, educação infantil, direitos de aprendizagem, competências.
BNCC, Early Childhood Education and market interventions: some notes
ABSTRACT. This article aims to address and analyze the competencies in Early Childhood Education - learning rights - even if incipiently and how they are described in pedagogical documents. The methodology used to this end was permeated by the qualitative approach subsidized by Bardin (1977) with a cut to literature review and document analysis. The work is divided into four topics, they are: the first, in which we present the documents that will be analyzed and the process of construction of the Common National Curricular Base (BNCC), the second topic, in which we highlight the following terms: skills, abilities, attitude and experience, these are contained in the documents that subsidize basic education, as the National Curriculum Guidelines for Education and the BNCC, already in the third moment we problematize the market intervention in public education. Finally, we highlight the weaknesses of education caused by market interventions through public educational policies.
Keywords: BNCC, child education, learning rights, skills.
BNCC, Educación Infantil e intervenciones de mercado: algunas notas
RESUMEN. Este artículo pretende abordar y analizar las competencias en Educación Infantil -derechos de aprendizaje- aunque sea de forma incipiente y cómo se describen en los documentos pedagógicos. La metodología utilizada para este fin fue permeada por el abordaje cualitativo subsidiado en Bardin (1977) con corte de revisión de literatura y análisis de documentos. El trabajo se subdivide en cuatro temas, ellos son: el primero, en el cual presentamos los documentos que serán analizados y el proceso de construcción de la Base Curricular Nacional Común (BNCC), el segundo tema, en el cual dejamos en evidencia los siguientes términos: habilidades, destrezas, actitud y experiencia, estos están contenidos en los documentos que subsidian la educación básica, como los Lineamientos Curriculares Nacionales para la Educación y las BNCC, ya en el tercer momento problematizamos la intervención del mercado en la educación pública. Por último, destacamos las debilidades de la educación causadas por las intervenciones del mercado a través de las políticas públicas educativas.
Palabras clave: BNCC, educación infantil, derechos de aprendizaje, competencias.