Periódicos da PROPESQ/UFNT (Univ. Federal do Norte do Tocantins)
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NARRATIVAS DA CONQUISTA DA AMAZÔNIA: TRANSA-AMAZÔNICA E A ENTRADA NO VALE DA PROMISSÃO
Get PDFThe article provides an opportunity for a reflection on the literary work A Transa-Amazônica by Odette de Barros Mott (1973), whose theme is the construction and colonization of the Trans-Amazonian highway. The objective is to demonstrate its link to a narrative present in state projects in the Amazon in the twentieth century. Thus, a study was carried out from bibliographic and documentary sources. In the discussion, it was observed the association of the plot with elements concerning a discourse of conquest of the Amazon, as an analogy to the myth of the promised land.O artigo oportuniza uma reflexão acerca da obra literária A Transa-Amazônica de Odette de Barros Mott (1973), que tem como temática a construção e a colonização da rodovia Transamazônica. O objetivo é demonstrar a sua vinculação a uma narrativa presente em projetos estatais na Amazônia no século XX. Para sua consecução, nos termos de Benjamin (2009), foi importante seguir os “resíduos” da história. Assim, realizou-se um estudo a partir de fontes bibliográficas e documentais. Na discussão, observou-se a associação do enredo a elementos concernentes a um discurso de conquista da Amazônia, como analogia ao mito da terra prometida
A LEGENDAGEM SOB A ÓTICA DA SEMÂNTICA DE FRAMES: UMA ANÁLISE DE CONTRASTE SEMÂNTICO MULTIMODAL PORTUGUÊS-FRANCÊS EM OBRA AUDIOVISUAL
Get PDFThis study analyzes meaning construction in the subtitling from Brazilian Portuguese to French in the short film “Eu Não Quero Voltar Sozinho”, based on Frame Semantics. The research identifies the semantic similarity between audio and subtitles and explores how textual and visual information interact in interlingual translation. It adopts the multimodal annotation methodology of FrameNet Brasil, adapted to integrate visual elements. The results highlight how translational choices are expressed through frames and suggest ways to assess audiovisual translation. The study contributes to the multimodal dataset ReINVenta, aimed at developing frame-based artificial intelligence systems.Este trabalho analisa a construção de sentido na legendagem de português brasileiro para francês no curta-metragem “Eu Não Quero Voltar Sozinho”, com base na Semântica de Frames. A pesquisa identifica similaridade semântica entre áudio e legendas e explora como informações textuais e visuais interagem na tradução interlinguística. Utiliza-se a metodologia de anotação multimodal da FrameNet Brasil adaptada para integrar elementos visuais. Os resultados destacam como escolhas tradutórias se expressam através de frames e sugerem formas de avaliação da tradução audiovisual. O estudo contribui para o dataset multimodal ReINVenta, voltado ao desenvolvimento de sistemas de inteligência artificial assistidos por frames semânticos
CAMINHOS DA LINGUÍSTICA COGNITIVA: UMA HOMENAGEM A LILIAN FERRARI
Get PDFBased on the view of Cognitive Linguistics (CL) as a heterogeneous and constantly expanding theoretical field that investigates the relationship between language and cognition, this text discusses the properties that unify its different theories and frameworks. Originally centered on the conceptual motivation of grammar, CL has come to encompass discursive, literary, and usage-based studies – all while maintaining a consistent focus on domain-general cognitive operations. We also show how Professor Lilian Ferrari’s academic trajectory, which mirrors the field of Cognitive Linguistics insofar as it combines unity and diversity, played a crucial role in advancing the cognitive enterprise in Brazil, both in theoretical and institutional terms.Partindo da visão da Linguística Cognitiva (LC) como um campo heterogêneo e em constante expansão, que investiga a relação entre linguagem e cognição, discutimos as propriedades que a unificam. Originalmente centrada na motivação conceptual da gramática, a LC passou a abarcar também estudos discursivos, literários e baseados-no-uso – preservando, porém, o foco nas operações cognitivas não exclusivamente linguísticas. Mostramos ainda de que maneira a trajetória da professora Lilian Ferrari, que reflete o próprio campo da LC ao conjugar unidade e diversidade, contribuiu decisivamente para o avanço do movimento cognitivista no Brasil, em termos tanto teóricos quanto institucionais
O MODELO INTERACIONAL, VERSÃO 2024
Get PDFIn 2021, the article “Complexifications interactionnelles” presented a number of clarifications concerning the syntactic model of the regimes of meaning and interaction initially published in Les interactions risquées (2005). Since then, things have still developped. Hence the present overview, which includes the latest advancesFin 2021, l’article « Complexifications interactionnelles » rassemblait un certain nombre de précisions et de compléments apportés au modèle syntaxique des régimes de sens et d’interaction dont la formulation standard est parue en 2005 dans Les interactions risquées. Depuis cette mise au point, les choses ont encore évolué. D’où, ici, une nouvelle clarification tenant compte des avancées les plus récentes.Em 2021, o artigo “Complexifications interactionnelles” reunia um conjunto de precisões e complementos ao modelo dos regimes de sentido e interação cuja formulação standard foi publicada em 2005 em Interações arriscadas. Depois dessa apresentação, as coisas ainda evoluíram. A partir disso foi elaborada uma nova avaliação, que inclui os avanços mais recentes
As escolas de várzea na Amazônia paraense: estudo a partir de um polo no município de Óbidos-PA
Get PDFABSTRACT. The article analyzes the material and pedagogical organization of floodplain schools in response to river floods and dry seasons, focusing on institutions within the Ipaupixuna hub, in Óbidos-PA, which operate through a process of nucleation—that is, the grouping of students and resources around a central or hub school. The research was conducted through document analysis of laws, decrees, the political-pedagogical project, and photographs, as well as secondary sources obtained from educational platforms and the social media account of one of the schools studied. These sources were enriched by prior ethnographic experience, grounded in the extended case study method. The analysis revealed that nucleation leads to the closure of small schools, increasing the travel distance for students and teachers, and further exacerbating the precariousness of teaching work and school management. The schools face poor infrastructure conditions, worsened by floods that cause the deterioration of school buildings. The findings indicate that floodplain schools face specific challenges, particularly due to the environmental conditions they endure. There is a clear need for specific educational policies, with continuous investment and measures to address these conditions, as neoliberal policies tend to intensify existing problems, undermining the educational work carried out in these schools.ABSTRACT. The article analyzes the material and pedagogical organization of floodplain schools in response to river floods and dry seasons, focusing on institutions within the Ipaupixuna hub, in Óbidos-PA, which operate through a process of nucleation—that is, the grouping of students and resources around a central or hub school. The research was conducted through document analysis of laws, decrees, the political-pedagogical project, and photographs, as well as secondary sources obtained from educational platforms and the social media account of one of the schools studied. These sources were enriched by prior ethnographic experience, grounded in the extended case study method. The analysis revealed that nucleation leads to the closure of small schools, increasing the travel distance for students and teachers, and further exacerbating the precariousness of teaching work and school management. The schools face poor infrastructure conditions, worsened by floods that cause the deterioration of school buildings. The findings indicate that floodplain schools face specific challenges, particularly due to the environmental conditions they endure. There is a clear need for specific educational policies, with continuous investment and measures to address these conditions, as neoliberal policies tend to intensify existing problems, undermining the educational work carried out in these schools.RESUMEN. El artículo analiza la organización material y pedagógica de las escuelas de várzea frente a las inundaciones y bajantes de los ríos, con enfoque en las instituciones del Polo Ipaupixuna, en Óbidos (estado de Pará, Brasil), las cuales funcionan a partir del proceso de nucleación, es decir, el agrupamiento en torno a una escuela sede o polo. La investigación se realizó mediante el análisis documental de leyes, decretos, del proyecto político-pedagógico y de fotografías, además de fuentes secundarias extraídas de plataformas educativas y de la red social de una de las escuelas estudiadas. Estas fuentes fueron enriquecidas por una experiencia etnográfica previa a la investigación, fundamentada en el método de estudio de caso ampliado. El análisis reveló que la nucleación conlleva al cierre de pequeñas escuelas, lo que incrementa los desplazamientos de estudiantes y docentes, además de acentuar la precarización del trabajo docente y de la gestión escolar. Las escuelas enfrentan condiciones precarias de infraestructura, agravadas por las inundaciones que provocan el deterioro de los edificios escolares. Los resultados indican que las escuelas de várzea enfrentan desafíos propios, sobre todo debido a las condiciones ambientales impuestas. Se constata la necesidad de políticas educativas específicas, con inversiones y acciones continuas para enfrentar estas realidades, ya que las políticas neoliberales tienden a intensificar los problemas existentes, comprometiendo el trabajo educativo desarrollado en estas escuelas.
ABSTRACT. The article analyzes the material and pedagogical organization of floodplain schools in response to river floods and dry seasons, focusing on institutions within the Ipaupixuna hub, in Óbidos-PA, which operate through a process of nucleation—that is, the grouping of students and resources around a central or hub school. The research was conducted through document analysis of laws, decrees, the political-pedagogical project, and photographs, as well as secondary sources obtained from educational platforms and the social media account of one of the schools studied. These sources were enriched by prior ethnographic experience, grounded in the extended case study method. The analysis revealed that nucleation leads to the closure of small schools, increasing the travel distance for students and teachers, and further exacerbating the precariousness of teaching work and school management. The schools face poor infrastructure conditions, worsened by floods that cause the deterioration of school buildings. The findings indicate that floodplain schools face specific challenges, particularly due to the environmental conditions they endure. There is a clear need for specific educational policies, with continuous investment and measures to address these conditions, as neoliberal policies tend to intensify existing problems, undermining the educational work carried out in these schools.O artigo analisa a organização material e pedagógica de escolas de várzea diante das enchentes e vazantes de rios, com foco nas instituições do Polo Ipaupixuna, em Óbidos-PA, as quais funcionam a partir da nucleação, ou seja, agrupamento em torno de uma escola sede/polo. A pesquisa foi conduzida por meio da análise documental de leis, decretos, projeto político-pedagógico e de fotografias, além de fontes secundárias extraídas de plataformas educacionais e da rede social de uma escola pesquisada. Essas fontes foram enriquecidas pela experiência etnográfica anterior à pesquisa, fundamentada no método de estudo de caso ampliado. A análise revelou que a nucleação resulta em fechamento de pequenas escolas, aumentando o deslocamento de alunos e professores, além de acentuar a precarização do trabalho docente e da gestão escolar. As escolas enfrentam condições precárias de infraestrutura, agravadas pelas enchentes que provocam a deterioração dos prédios escolares. Os resultados indicam que as escolas de várzea enfrentam desafios próprios, sobretudo, pela condição ambiental imposta. Verifica-se a necessidade de políticas educacionais específicas, com investimentos e medidas contínuas para enfrentar essas condições, pois, as políticas neoliberais intensificam os problemas existentes, comprometendo o trabalho educativo desenvolvido nas escolas.
Palavras-chave: educação no campo, escola de várzea, nucleação.
Floodplain schools in the Para Amazon: a study based on a center in the municipality of Óbidos-PA
ABSTRACT. The article analyzes the material and pedagogical organization of floodplain schools in response to river floods and dry seasons, focusing on institutions within the Ipaupixuna hub, in Óbidos-PA, which operate through a process of nucleation—that is, the grouping of students and resources around a central or hub school. The research was conducted through document analysis of laws, decrees, the political-pedagogical project, and photographs, as well as secondary sources obtained from educational platforms and the social media account of one of the schools studied. These sources were enriched by prior ethnographic experience, grounded in the extended case study method. The analysis revealed that nucleation leads to the closure of small schools, increasing the travel distance for students and teachers, and further exacerbating the precariousness of teaching work and school management. The schools face poor infrastructure conditions, worsened by floods that cause the deterioration of school buildings. The findings indicate that floodplain schools face specific challenges, particularly due to the environmental conditions they endure. There is a clear need for specific educational policies, with continuous investment and measures to address these conditions, as neoliberal policies tend to intensify existing problems, undermining the educational work carried out in these schools.
Keywords: education in the countryside, várzea school, nucleation.
Las escuelas de várzea en la Amazonía paraense: estudio a partir de un polo en el municipio de Óbidos-PA
RESUMEN. El artículo analiza la organización material y pedagógica de las escuelas de várzea frente a las inundaciones y bajantes de los ríos, con enfoque en las instituciones del Polo Ipaupixuna, en Óbidos (estado de Pará, Brasil), las cuales funcionan a partir del proceso de nucleación, es decir, el agrupamiento en torno a una escuela sede o polo. La investigación se realizó mediante el análisis documental de leyes, decretos, del proyecto político-pedagógico y de fotografías, además de fuentes secundarias extraídas de plataformas educativas y de la red social de una de las escuelas estudiadas. Estas fuentes fueron enriquecidas por una experiencia etnográfica previa a la investigación, fundamentada en el método de estudio de caso ampliado. El análisis reveló que la nucleación conlleva al cierre de pequeñas escuelas, lo que incrementa los desplazamientos de estudiantes y docentes, además de acentuar la precarización del trabajo docente y de la gestión escolar. Las escuelas enfrentan condiciones precarias de infraestructura, agravadas por las inundaciones que provocan el deterioro de los edificios escolares. Los resultados indican que las escuelas de várzea enfrentan desafíos propios, sobre todo debido a las condiciones ambientales impuestas. Se constata la necesidad de políticas educativas específicas, con inversiones y acciones continuas para enfrentar estas realidades, ya que las políticas neoliberales tienden a intensificar los problemas existentes, comprometiendo el trabajo educativo desarrollado en estas escuelas.
Palabras clave: educación en el campo, escuela de várzea, nucleación
Mulheres rurais e literacia digital: relato da experiência da articulação entre pesquisa, ensino e extensão
Get PDFABSTRACT. The inseparability of teaching, research, and extension is an important pillar of Brazilian universities. Although it is outlined in the Federal Constitution of 1988, its implementation remains a daily challenge in higher education. Projects and experiences that successfully integrate these three dimensions deserve to be systematized to foster reflections on methodological pathways and the main results of these initiatives. This article aligns with this perspective by analyzing the experience developed by the Research Group Meios – Communication, Racial Relations, and Gender at the Federal University of Viçosa, with women from a quilombola community and a land reform settlement in the Zona da Mata region of Minas Gerais. The integration of teaching, research, and extension occurred through a proposal related to access to and appropriation of information and communication technologies (ICT) as a fundamental right and a tool to enhance the autonomy of rural women. Digital literacy workshops were conducted for 15 quilombola women and 12 women from the settlement throughout 2023. The findings revealed that, despite socioeconomic and digital barriers, participants expanded their technical and political skills in using ICT, strengthening their autonomy and community communication. Furthermore, the project reinforced the importance of dialogical and participatory methodologies in university extension, highlighting the need for public policies that ensure equitable access to technology and digital training for rural women. The extension activities included workshops on cellphone photography techniques, graphic design (Canva), and Instagram.ABSTRACT. The inseparability of teaching, research, and extension is an important pillar of Brazilian universities. Although it is outlined in the Federal Constitution of 1988, its implementation remains a daily challenge in higher education. Projects and experiences that successfully integrate these three dimensions deserve to be systematized to foster reflections on methodological pathways and the main results of these initiatives. This article aligns with this perspective by analyzing the experience developed by the Research Group Meios – Communication, Racial Relations, and Gender at the Federal University of Viçosa, with women from a quilombola community and a land reform settlement in the Zona da Mata region of Minas Gerais. The integration of teaching, research, and extension occurred through a proposal related to access to and appropriation of information and communication technologies (ICT) as a fundamental right and a tool to enhance the autonomy of rural women. Digital literacy workshops were conducted for 15 quilombola women and 12 women from the settlement throughout 2023. The findings revealed that, despite socioeconomic and digital barriers, participants expanded their technical and political skills in using ICT, strengthening their autonomy and community communication. Furthermore, the project reinforced the importance of dialogical and participatory methodologies in university extension, highlighting the need for public policies that ensure equitable access to technology and digital training for rural women. The extension activities included workshops on cellphone photography techniques, graphic design (Canva), and Instagram.RESUMEN. La inseparabilidad de la enseñanza, la investigación y la extensión es un pilar importante de las universidades brasileñas. Aunque esté delineada en la Constitución Federal de 1988, su implementación sigue siendo un desafío cotidiano en la educación superior. Los proyectos y experiencias que integran con éxito esas tres dimensiones merecen ser sistematizados para fomentar la reflexión sobre los caminos metodológicos y los principales resultados de esas iniciativas. Este artículo se inscribe en esta perspectiva al analizar la experiencia desarrollada por el Grupo de Investigación Meios – Comunication, Relaciones Raciales y Genero de la Universidad Federal de Viçosa, con mujeres de una comunidad quilombola y de un asentamiento de reforma agraria de la Zona da Mata, en Minas Gerais. La integración de la enseñanza, la investigación y la extensión se produjo a través de una propuesta relacionada con el acceso y la apropiación de las tecnologías de la información y la comunicación (TIC) como un derecho fundamental y una herramienta para mejorar la autonomía de las mujeres rurales. Se realizaron talleres de alfabetización digital para 15 mujeres quilombolas y 12 mujeres del asentamiento a lo largo de 2023. Los resultados evidenciaron que, a pesar de las barreras socioeconómicas y digitales, las participantes ampliaron sus habilidades técnicas y políticas en el uso de las TIC, fortaleciendo su autonomía y comunicación comunitaria. Además, el proyecto reforzó la importancia de la metodología dialógica y participativa en la extensión universitaria, destacando la necesidad de políticas públicas que garanticen acceso equitativo a la tecnología y formación digital para mujeres rurales. Las actividades de extensión incluyeron talleres sobre técnicas de fotografía móvil, diseño gráfico (Canva) e Instagram.ABSTRACT. The inseparability of teaching, research, and extension is an important pillar of Brazilian universities. Although it is outlined in the Federal Constitution of 1988, its implementation remains a daily challenge in higher education. Projects and experiences that successfully integrate these three dimensions deserve to be systematized to foster reflections on methodological pathways and the main results of these initiatives. This article aligns with this perspective by analyzing the experience developed by the Research Group Meios – Communication, Racial Relations, and Gender at the Federal University of Viçosa, with women from a quilombola community and a land reform settlement in the Zona da Mata region of Minas Gerais. The integration of teaching, research, and extension occurred through a proposal related to access to and appropriation of information and communication technologies (ICT) as a fundamental right and a tool to enhance the autonomy of rural women. Digital literacy workshops were conducted for 15 quilombola women and 12 women from the settlement throughout 2023. The findings revealed that, despite socioeconomic and digital barriers, participants expanded their technical and political skills in using ICT, strengthening their autonomy and community communication. Furthermore, the project reinforced the importance of dialogical and participatory methodologies in university extension, highlighting the need for public policies that ensure equitable access to technology and digital training for rural women. The extension activities included workshops on cellphone photography techniques, graphic design (Canva), and Instagram.A indissociabilidade entre ensino, pesquisa e extensão é um pilar importante das universidades brasileiras e, embora seja prevista na Constituição Federal de 1988, sua implementação ainda é um desafio cotidiano no ensino superior. Projetos e experiências que conseguem articular estas três dimensões merecem ser sistematizados, a fim de promover reflexões sobre os caminhos metodológicos e os principais resultados destas iniciativas. Este artigo se insere nesta perspectiva ao analisar a experiência desenvolvida pelo Grupo de Pesquisa Meios – Comunicação, Relações Raciais e Gênero da Universidade Federal de Viçosa, com mulheres de uma comunidade quilombola e um assentamento da Reforma Agrária da Zona da Mata de Minas Gerais. A articulação entre ensino, pesquisa e extensão ocorreu por meio de uma proposta relacionada ao acesso e apropriação das tecnologias da informação e comunicação (TIC) como um direito fundamental e ferramenta potencializadora da autonomia das mulheres rurais. Foram realizadas oficinas de literacia digital para 15 quilombolas e 12 assentadas, durante o ano de 2023. Os resultados evidenciaram que, apesar das barreiras socioeconômicas e digitais, as participantes ampliaram suas habilidades técnicas e políticas no uso das TIC, fortalecendo sua autonomia e comunicação comunitária. Além disso, o projeto reforçou a importância da metodologia dialógica e participativa na extensão universitária, destacando a necessidade de políticas públicas que garantam acesso equitativo à tecnologia e formação digital para mulheres rurais. As atividades de extensão incluíram oficinas de técnicas de fotografia pelo celular, design gráfico (Canva) e Instagram.
Palavras-chave: mulheres quilombolas, mulheres assentadas, TIC, ODS, literacia digital, extensão universitária, metodologia participativa.
Rural Women and Digital Literacy: A Report on the Experience of Integrating Research, Teaching, and Extension
ABSTRACT. The inseparability of teaching, research, and extension is an important pillar of Brazilian universities. Although it is outlined in the Federal Constitution of 1988, its implementation remains a daily challenge in higher education. Projects and experiences that successfully integrate these three dimensions deserve to be systematized to foster reflections on methodological pathways and the main results of these initiatives. This article aligns with this perspective by analyzing the experience developed by the Research Group Meios – Communication, Racial Relations, and Gender at the Federal University of Viçosa, with women from a quilombola community and a land reform settlement in the Zona da Mata region of Minas Gerais. The integration of teaching, research, and extension occurred through a proposal related to access to and appropriation of information and communication technologies (ICT) as a fundamental right and a tool to enhance the autonomy of rural women. Digital literacy workshops were conducted for 15 quilombola women and 12 women from the settlement throughout 2023. The findings revealed that, despite socioeconomic and digital barriers, participants expanded their technical and political skills in using ICT, strengthening their autonomy and community communication. Furthermore, the project reinforced the importance of dialogical and participatory methodologies in university extension, highlighting the need for public policies that ensure equitable access to technology and digital training for rural women. The extension activities included workshops on cellphone photography techniques, graphic design (Canva), and Instagram.
Keywords: quilombola women, settled women, ICT, SDGs,digital literacy, university extension, participatory methodology.
Mujeres Rurales y Literacidad digital: Un Informe sobre la Experiencia de Integrar Investigación, Enseñanza y Extensión
RESUMEN. La inseparabilidad de la enseñanza, la investigación y la extensión es un pilar importante de las universidades brasileñas. Aunque esté delineada en la Constitución Federal de 1988, su implementación sigue siendo un desafío cotidiano en la educación superior. Los proyectos y experiencias que integran con éxito esas tres dimensiones merecen ser sistematizados para fomentar la reflexión sobre los caminos metodológicos y los principales resultados de esas iniciativas. Este artículo se inscribe en esta perspectiva al analizar la experiencia desarrollada por el Grupo de Investigación Meios – Comunication, Relaciones Raciales y Genero de la Universidad Federal de Viçosa, con mujeres de una comunidad quilombola y de un asentamiento de reforma agraria de la Zona da Mata, en Minas Gerais. La integración de la enseñanza, la investigación y la extensión se produjo a través de una propuesta relacionada con el acceso y la apropiación de las tecnologías de la información y la comunicación (TIC) como un derecho fundamental y una herramienta para mejorar la autonomía de las mujeres rurales. Se realizaron talleres de alfabetización digital para 15 mujeres quilombolas y 12 mujeres del asentamiento a lo largo de 2023. Los resultados evidenciaron que, a pesar de las barreras socioeconómicas y digitales, las participantes ampliaron sus habilidades técnicas y políticas en el uso de las TIC, fortaleciendo su autonomía y comunicación comunitaria. Además, el proyecto reforzó la importancia de la metodología dialógica y participativa en la extensión universitaria, destacando la necesidad de políticas públicas que garanticen acceso equitativo a la tecnología y formación digital para mujeres rurales. Las actividades de extensión incluyeron talleres sobre técnicas de fotografía móvil, diseño gráfico (Canva) e Instagram.
Palabras clave: mujeres quilombolas, mujeres asentadas, TIC, ODS, alfabetización digital, extensión universitaria, metodología participativa
A prática pedagógica de educadores matemáticos do campo: um olhar para Grandezas e Medidas
Get PDFThe study aims to investigate how mathematics educators in the municipality of Vitória da Conquista, Bahia, develop the content related to Quantities and Measurements in classes for Young, Adult, and Elderly Education (YAEE) in rural education. The methodology adopted was a qualitative approach, in which four semi-structured interviews were conducted with mathematics educators teaching in YAEE rural classes to produce the data. The results show that educators, based on their experiences, strive to develop teaching practices that meet the needs and expectations of their students. When addressing the thematic unit of Quantities and Measurements, they indicated that it is possible to connect scientific knowledge with socially produced empirical knowledge. These results lead us to rethink the pedagogical practices developed in rural schools, especially in YAEE classes, as they highlight the need for teaching that goes beyond scientific knowledge.The study aims to investigate how mathematics educators in the municipality of Vitória da Conquista, Bahia, develop the content related to Quantities and Measurements in classes for Young, Adult, and Elderly Education (YAEE) in rural education. The methodology adopted was a qualitative approach, in which four semi-structured interviews were conducted with mathematics educators teaching in YAEE rural classes to produce the data. The results show that educators, based on their experiences, strive to develop teaching practices that meet the needs and expectations of their students. When addressing the thematic unit of Quantities and Measurements, they indicated that it is possible to connect scientific knowledge with socially produced empirical knowledge. These results lead us to rethink the pedagogical practices developed in rural schools, especially in YAEE classes, as they highlight the need for teaching that goes beyond scientific knowledge.El estudio tiene como objetivo investigar cómo los educadores de matemáticas del municipio de Vitória da Conquista, Bahía, desarrollan los contenidos de Grandezas y Medidas en las clases de la Educación de Personas Jóvenes, Adultas y Mayores (EPJAM) en el contexto de la Educación Rural. La metodología adoptada fue el enfoque cualitativo, en el cual, para la producción de datos, se realizaron cuatro entrevistas semiestructuradas con educadores de matemáticas que enseñan en clases de EPJAM en el ámbito rural. Los resultados demuestran que los educadores, a partir de sus vivencias y experiencias, buscan desarrollar una enseñanza capaz de satisfacer las demandas y expectativas de sus estudiantes. Al abordar la unidad temática de Grandezas y Medidas, señalaron que es posible articular conocimientos científicos con conocimientos empíricos socialmente producidos. Estos resultados nos llevan a repensar las prácticas pedagógicas desarrolladas en las escuelas rurales, especialmente en las clases de EPJAM, ya que evidencian la necesidad de una enseñanza que trascienda el conocimiento científico.The study aims to investigate how mathematics educators in the municipality of Vitória da Conquista, Bahia, develop the content related to Quantities and Measurements in classes for Young, Adult, and Elderly Education (YAEE) in rural education. The methodology adopted was a qualitative approach, in which four semi-structured interviews were conducted with mathematics educators teaching in YAEE rural classes to produce the data. The results show that educators, based on their experiences, strive to develop teaching practices that meet the needs and expectations of their students. When addressing the thematic unit of Quantities and Measurements, they indicated that it is possible to connect scientific knowledge with socially produced empirical knowledge. These results lead us to rethink the pedagogical practices developed in rural schools, especially in YAEE classes, as they highlight the need for teaching that goes beyond scientific knowledge.O estudo tem como objetivo investigar como os educadores matemáticos do município de Vitória da Conquista, Bahia, desenvolvem os conteúdos de Grandezas e Medidas nas turmas da Educação de Pessoas Jovens, Adultas e Idosas (EPJAI) da Educação do Campo. A metodologia adotada foi a abordagem qualitativa, na qual, para a produção dos dados, foram realizadas quatro entrevistas semiestruturadas com educadores matemáticos que lecionam em turmas da EPJAI do campo. Os resultados demonstram que os educadores buscam, a partir de suas vivências e experiências, desenvolver um ensino capaz de atender às demandas e os anseios de seus educandos. Ao retratar a unidade temática de Grandezas e Medidas, indicaram que é possível articular conhecimentos científicos com os empíricos socialmente produzidos. Esses resultados nos levam a repensar as práticas pedagógicas desenvolvidas nas escolas do campo, especialmente nas turmas da EPJAI, pois essas evidenciam a necessidade de um ensino que transcenda os conhecimentos científicos.
Palavras-chave: educação matemática do campo, ensino de matemática, educação de jovens e adultos.
The pedagogical practice of rural math educators: a look at Quantities and Measures
ABSTRACT. The study aims to investigate how mathematics educators in the municipality of Vitória da Conquista, Bahia, develop the content related to Quantities and Measurements in classes for Young, Adult, and Elderly Education (YAEE) in rural education. The methodology adopted was a qualitative approach, in which four semi-structured interviews were conducted with mathematics educators teaching in YAEE rural classes to produce the data. The results show that educators, based on their experiences, strive to develop teaching practices that meet the needs and expectations of their students. When addressing the thematic unit of Quantities and Measurements, they indicated that it is possible to connect scientific knowledge with socially produced empirical knowledge. These results lead us to rethink the pedagogical practices developed in rural schools, especially in YAEE classes, as they highlight the need for teaching that goes beyond scientific knowledge.
Keywords: rural mathematics education, mathematics teaching, youth and adult education.
La práctica pedagógica de los educadores rurales de matemáticas: una mirada a las Cantidades y Medidas
RESUMEN. El estudio tiene como objetivo investigar cómo los educadores de matemáticas del municipio de Vitória da Conquista, Bahía, desarrollan los contenidos de Grandezas y Medidas en las clases de la Educación de Personas Jóvenes, Adultas y Mayores (EPJAM) en el contexto de la Educación Rural. La metodología adoptada fue el enfoque cualitativo, en el cual, para la producción de datos, se realizaron cuatro entrevistas semiestructuradas con educadores de matemáticas que enseñan en clases de EPJAM en el ámbito rural. Los resultados demuestran que los educadores, a partir de sus vivencias y experiencias, buscan desarrollar una enseñanza capaz de satisfacer las demandas y expectativas de sus estudiantes. Al abordar la unidad temática de Grandezas y Medidas, señalaron que es posible articular conocimientos científicos con conocimientos empíricos socialmente producidos. Estos resultados nos llevan a repensar las prácticas pedagógicas desarrolladas en las escuelas rurales, especialmente en las clases de EPJAM, ya que evidencian la necesidad de una enseñanza que trascienda el conocimiento científico.
Palabras clave: educación matemática rural, enseñanza de matemáticas, educación de jóvenes y adultos
Descampados no livro didático: ausências e seleções de conteúdos e as percepções dos docentes das Escolas do Campo
Get PDFThis article aims to identify and examine how the field, as a geographic space, appears in textbooks of the Geography and History curricular components of the 3rd, 4th and 5th year, of elementary school of the National Book and Teaching Material Program PNDL/2019. We analyzed 06 textbooks and the perception of teachers from rural schools in the Federal District (Brazil). The research method used was content analysis (Bardin, 2011). The results showed that the textbooks analyzed are aligned with the guidelines of the National Common Curricular Base (BNCC); bring in their content the idea of interdependence between rural spaces and the city; changes in peasant work caused by technology and the mechanization process, which affects the experience of individuals in this space. We concluded that the contents of the books corroborated the idea of hegemonic thinking in the choice of content, accentuating the focus on the process of “technologization” of the field, thus disregarding, in some cases, the experience of students in the field, which is configured as aspect of selective tradition (Williams, 1979).This article aims to identify and examine how the field, as a geographic space, appears in textbooks of the Geography and History curricular components of the 3rd, 4th and 5th year, of elementary school of the National Book and Teaching Material Program PNDL/2019. We analyzed 06 textbooks and the perception of teachers from rural schools in the Federal District (Brazil). The research method used was content analysis (Bardin, 2011). The results showed that the textbooks analyzed are aligned with the guidelines of the National Common Curricular Base (BNCC); bring in their content the idea of interdependence between rural spaces and the city; changes in peasant work caused by technology and the mechanization process, which affects the experience of individuals in this space. We concluded that the contents of the books corroborated the idea of hegemonic thinking in the choice of content, accentuating the focus on the process of “technologization” of the field, thus disregarding, in some cases, the experience of students in the field, which is configured as aspect of selective tradition (Williams, 1979).
Keywords: Selective tradition, Didatic books, Rural Education.Este artículo tiene como objetivo identificar y examinar cómo el campo, como espacio geográfico, aparece en los libros de texto de los componentes curriculares de Geografía e Historia de 3º, 4º y 5º año de la enseñanza básica del Programa Nacional de Libro y Material Didáctico PNDL/2019. Analizamos 06 libros de texto y la percepción de profesores de escuelas rurales del Distrito Federal (Brasil). El método de investigación utilizado fue el análisis de contenido (Bardin, 2011). Los resultados mostraron que los libros de texto analizados están alineados con los lineamientos de la Base Curricular Común Nacional (BNCC); traer en su contenido la idea de interdependencia entre los espacios rurales y la ciudad; cambios en el trabajo campesino provocados por la tecnología y el proceso de mecanización, que incide en la experiencia de los individuos en este espacio. Concluimos que los contenidos de los libros corroboraron la idea de un pensamiento hegemónico en la elección de los contenidos, acentuando el foco en el proceso de “tecnificación” del campo, desconociendo así, en algunos casos, la experiencia de los estudiantes en el campo, que se configura como aspecto de la tradición selectiva (Williams, 1979).
Palabras clave: Tradición selectiva, Libros de texto, Educación ruralThis article aims to identify and examine how the field, as a geographic space, appears in textbooks of the Geography and History curricular components of the 3rd, 4th and 5th year, of elementary school of the National Book and Teaching Material Program PNDL/2019. We analyzed 06 textbooks and the perception of teachers from rural schools in the Federal District (Brazil). The research method used was content analysis (Bardin, 2011). The results showed that the textbooks analyzed are aligned with the guidelines of the National Common Curricular Base (BNCC); bring in their content the idea of interdependence between rural spaces and the city; changes in peasant work caused by technology and the mechanization process, which affects the experience of individuals in this space. We concluded that the contents of the books corroborated the idea of hegemonic thinking in the choice of content, accentuating the focus on the process of “technologization” of the field, thus disregarding, in some cases, the experience of students in the field, which is configured as aspect of selective tradition (Williams, 1979).Este artigo tem por objetivo identificar e examinar como o campo, enquanto espaço geográfico, aparece em livros didáticos dos componentes curriculares de Geografia e História do 3º, 4º e 5º ano do Ensino Fundamental do Programa Nacional do Livro e Material Didático PNDL/2019. Analisamos 6 livros didáticos e a percepção de professores de escolas do campo do Distrito Federal (Brasil). O método de pesquisa utilizado foi a análise de conteúdo (Bardin, 2011). Os resultados apontaram que os livros didáticos analisados estão alinhados com as orientações da Base Nacional Comum Curricular (BNCC); trazem em seu conteúdo a ideia de interdependência entre os espaços do campo e a cidade; mudanças no trabalho campesino provocadas pela tecnologia e pelo processo de mecanização, o que afeta a vivência dos sujeitos desse espaço. Concluímos que os conteúdos dos livros corroboraram a ideia de um pensamento hegemônico na escolha dos conteúdos, acentuando o enfoque do processo de “tecnologização” do campo, desconsiderando assim, em alguns casos, a vivência dos estudantes do campo, o que se configura como aspecto da tradição seletiva (Williams, 1979).
Palavras-chave: tradição seletiva, livros didáticos, educação do campo.
Open spaces in textbooks: absences and selections of content and the perceptions of teachers in rural schools
ABSTRACT. This article aims to identify and examine how the field, as a geographic space, appears in textbooks of the Geography and History curricular components of the 3rd, 4th and 5th year, of elementary school of the National Book and Teaching Material Program PNDL/2019. We analyzed 06 textbooks and the perception of teachers from rural schools in the Federal District (Brazil). The research method used was content analysis (Bardin, 2011). The results showed that the textbooks analyzed are aligned with the guidelines of the National Common Curricular Base (BNCC); bring in their content the idea of interdependence between rural spaces and the city; changes in peasant work caused by technology and the mechanization process, which affects the experience of individuals in this space. We concluded that the contents of the books corroborated the idea of hegemonic thinking in the choice of content, accentuating the focus on the process of “technologization” of the field, thus disregarding, in some cases, the experience of students in the field, which is configured as aspect of selective tradition (Williams, 1979).
Keywords: selective tradition, didactic books, rural education.
Espacios abiertos en los libros de texto: ausencias y selecciones de contenidos y las percepciones de los docentes en escuelas rurales
RESUMEN. Este artículo tiene como objetivo identificar y examinar cómo el campo, como espacio geográfico, aparece en los libros de texto de los componentes curriculares de Geografía e Historia de 3º, 4º y 5º año de la enseñanza básica del Programa Nacional de Libro y Material Didáctico PNDL/2019. Analizamos 06 libros de texto y la percepción de profesores de escuelas rurales del Distrito Federal (Brasil). El método de investigación utilizado fue el análisis de contenido (Bardin, 2011). Los resultados mostraron que los libros de texto analizados están alineados con los lineamientos de la Base Curricular Común Nacional (BNCC); traer en su contenido la idea de interdependencia entre los espacios rurales y la ciudad; cambios en el trabajo campesino provocados por la tecnología y el proceso de mecanización, que incide en la experiencia de los individuos en este espacio. Concluimos que los contenidos de los libros corroboraron la idea de un pensamiento hegemónico en la elección de los contenidos, acentuando el foco en el proceso de “tecnificación” del campo, desconociendo así, en algunos casos, la experiencia de los estudiantes en el campo, que se configura como aspecto de la tradición selectiva (Williams, 1979).
Palabras clave: tradición selectiva, libros de texto, educación rural
A pandemia da covid-19 e o ensino remoto: a ausência e a necessidade da mediação do professor em duas escolas públicas no/do campo da região Sudoeste do estado do Paraná
Get PDFThis article aims to present some aspects of a Master's Dissertation research that analyzed the implications of remote teaching offered in the period of the COVID-19 Pandemic and the teaching-learning process, considering the absence and need for teacher mediation in classes developed in the form of printed activities and/or online resources, with students from two public schools in/from the countryside, in the state school system of the state of Paraná, in the years 2020 and 2021. The objective was to analyze the implications of remote teaching offered in the pandemic period to students from these two schools. The methodology was given with a qualitative approach, semi-structured interviews with teachers and students and documentary research procedures. Data analysis found that teacher mediation stood out as a necessity during remote teaching, due to its absence, as the pedagogical strategies used proved to be ineffective in teaching-learning. Thus, it appears that the mediation of teacher-student interaction is a necessity for learning and that technological resources are potential, when integrated into teaching practice as a complementary pedagogical resource, not suppressing the teacher's action in classes.This article aims to present some aspects of a Master's Dissertation research that analyzed the implications of remote teaching offered in the period of the COVID-19 Pandemic and the teaching-learning process, considering the absence and need for teacher mediation in classes developed in the form of printed activities and/or online resources, with students from two public schools in/from the countryside, in the state school system of the state of Paraná, in the years 2020 and 2021. The objective was to analyze the implications of remote teaching offered in the pandemic period to students from these two schools. The methodology was given with a qualitative approach, semi-structured interviews with teachers and students and documentary research procedures. Data analysis found that teacher mediation stood out as a necessity during remote teaching, due to its absence, as the pedagogical strategies used proved to be ineffective in teaching-learning. Thus, it appears that the mediation of teacher-student interaction is a necessity for learning and that technological resources are potential, when integrated into teaching practice as a complementary pedagogical resource, not suppressing the teacher's action in classes.Este artículo tiene como objetivo presentar algunos aspectos de una investigación de Tesis de Maestría que analizó las implicaciones de la enseñanza a distancia ofrecida en el período de la Pandemia COVID-19 y el proceso de enseñanza-aprendizaje, considerando la ausencia y necesidad de mediación docente en clases desarrolladas en forma de actividades impresas y/o recursos en línea, con estudiantes de dos escuelas públicas en/del campo, en el sistema escolar estatal del estado de Paraná, en los años 2020 y 2021. El objetivo era analizar las implicaciones de la enseñanza a distancia ofrecida en el periodo pandémico a los alumnos de estas dos escuelas. La metodología se dio con un enfoque cualitativo, entrevistas semiestructuradas con docentes y estudiantes y procedimientos de investigación documental. El análisis de datos encontró que la mediación docente se destacó como una necesidad durante la enseñanza a distancia, debido a su ausencia, ya que las estrategias pedagógicas utilizadas demostraron ser ineficaces en la enseñanza-aprendizaje. Por lo tanto, parece que la mediación de la interacción profesor-alumno es una necesidad para el aprendizaje y que los recursos tecnológicos son potenciales, cuando se integran en la práctica docente como un recurso pedagógico complementario, no suprimiendo la acción del profesor en las clases.This article aims to present some aspects of a Master's Dissertation research that analyzed the implications of remote teaching offered in the period of the COVID-19 Pandemic and the teaching-learning process, considering the absence and need for teacher mediation in classes developed in the form of printed activities and/or online resources, with students from two public schools in/from the countryside, in the state school system of the state of Paraná, in the years 2020 and 2021. The objective was to analyze the implications of remote teaching offered in the pandemic period to students from these two schools. The methodology was given with a qualitative approach, semi-structured interviews with teachers and students and documentary research procedures. Data analysis found that teacher mediation stood out as a necessity during remote teaching, due to its absence, as the pedagogical strategies used proved to be ineffective in teaching-learning. Thus, it appears that the mediation of teacher-student interaction is a necessity for learning and that technological resources are potential, when integrated into teaching practice as a complementary pedagogical resource, not suppressing the teacher's action in classes.Este artigo objetiva apresentar alguns aspectos de uma pesquisa de mestrado que analisou as implicações do ensino remoto ofertado no período da pandemia da covid-19 e o processo de ensino-aprendizagem, considerando-se a ausência e a necessidade da mediação do professor nas aulas desenvolvidas na forma de atividades impressas e/ou recursos online, com estudantes de duas escolas públicas no/do campo, na rede estadual de ensino do estado do Paraná, nos anos 2020 e 2021. A metodologia se deu com abordagem qualitativa, entrevistas semiestruturadas com professores e estudantes e procedimentos da pesquisa documental. A análise dos dados constatou que a mediação do professor se sobressaiu como uma necessidade durante o ensino remoto, pela sua ausência, pois as estratégias pedagógicas utilizadas se mostraram pouco eficazes no ensino-aprendizagem. Depreende-se, assim, que a mediação da interação entre professor e estudante é uma necessidade para a aprendizagem, e que os recursos tecnológicos são potenciais, quando integrados à prática docente como uma ferramenta pedagógica complementar, não substituindo a ação do professor nas aulas.
Palavras-chaves: educação do campo, escolas públicas no/do campo, ensino remoto, ensino-aprendizagem, mediação do professor.
The covid-19 pandemic and remote teaching: the absence and need for teacher mediation in two public schools in/from the field of the southwest region of the state of Paraná
ABSTRACT. This article aims to present some aspects of a Master's Dissertation research that analyzed the implications of remote teaching offered in the period of the COVID-19 Pandemic and the teaching-learning process, considering the absence and need for teacher mediation in classes developed in the form of printed activities and/or online resources, with students from two public schools in/from the countryside, in the state school system of the state of Paraná, in the years 2020 and 2021. The objective was to analyze the implications of remote teaching offered in the pandemic period to students from these two schools. The methodology was given with a qualitative approach, semi-structured interviews with teachers and students and documentary research procedures. Data analysis found that teacher mediation stood out as a necessity during remote teaching, due to its absence, as the pedagogical strategies used proved to be ineffective in teaching-learning. Thus, it appears that the mediation of teacher-student interaction is a necessity for learning and that technological resources are potential, when integrated into teaching practice as a complementary pedagogical resource, not suppressing the teacher's action in classes.
Keywords: rural education, public schools in/from the field, remote teaching, teaching-learning, teacher mediation.
La pandemia de covid-19 y la enseñanza a distancia: la ausencia y necesidad de mediación docente en dos escuelas públicas en/del campo de la región suroeste del estado de Paraná
RESUMEN. Este artículo tiene como objetivo presentar algunos aspectos de una investigación de Tesis de Maestría que analizó las implicaciones de la enseñanza a distancia ofrecida en el período de la Pandemia COVID-19 y el proceso de enseñanza-aprendizaje, considerando la ausencia y necesidad de mediación docente en clases desarrolladas en forma de actividades impresas y/o recursos en línea, con estudiantes de dos escuelas públicas en/del campo, en el sistema escolar estatal del estado de Paraná, en los años 2020 y 2021. El objetivo era analizar las implicaciones de la enseñanza a distancia ofrecida en el periodo pandémico a los alumnos de estas dos escuelas. La metodología se dio con un enfoque cualitativo, entrevistas semiestructuradas con docentes y estudiantes y procedimientos de investigación documental. El análisis de datos encontró que la mediación docente se destacó como una necesidad durante la enseñanza a distancia, debido a su ausencia, ya que las estrategias pedagógicas utilizadas demostraron ser ineficaces en la enseñanza-aprendizaje. Por lo tanto, parece que la mediación de la interacción profesor-alumno es una necesidad para el aprendizaje y que los recursos tecnológicos son potenciales, cuando se integran en la práctica docente como un recurso pedagógico complementario, no suprimiendo la acción del profesor en las clases.
Palabras-clave: educación del campo, escuelas públicas en/del campo, enseñanza remota, enseñanza-aprendizaje, mediación del profesor
ABORDAGEM DE GÊNERO NA AGRICULTURA FAMILIAR: um estudo com base nos dados do censo agropecuário na Microrregião de Montes Claros-Minas Gerais (2017)
Get PDFGender inequality is a persistent issue in the Brazilian social landscape. Arbitrarily, this dynamic is reproduced within the family sphere, distorting the social roles of men and women under patriarchal norms. This study examines the Montes Claros microregion in Minas Gerais, using data from the 2017 Agricultural Census, with a focus on the characteristics of family farmers—particularly gender, race, age, and education—to assess women’s participation in rural activities. Thus, the research aims to analyze the role of women in family farming within the Montes Claros microregion. The study’s rationale lies in highlighting the significance of gender in rural labor. Methodologically, the research is structured into three stages: first, a literature review of key authors on the subject; second, a characterization of the study area; and finally, an analysis and discussion of data extracted from the 2017 Agricultural Census. Overall, the findings reveal evident disparities in women’s management of agricultural establishments compared to men. It is worth noting that this study focuses on select quantitative variables that illustrate the observed scenario.A desigualdade de gênero é um problema recorrente na conjuntura social brasileira. Arbitrariamente, esse processo é reproduzido dentro do seio familiar, distorcendo o papel social do homem e da mulher atacado pelas convicções patriarcais. A pesquisa pretende-se estudar a microrregião de Montes Claros-MG, com base nos dados do Censo Agropecuário 2017, com ênfase nas caraterísticas dos produtores da agricultura familiar, relacionando os dados sobre: gênero, raça, idade e escolaridade, a fim de interpretar a participação da mulher nas atividades rurais. Com isso, a pesquisa em pauta tem como objetivo dialogar sobre a atuação da mulher na agricultura familiar na Microrregião de Montes Claros-MG. A justificativa da pesquisa consiste em ressaltar a importância de gênero nas atividades rurais. Logo, para a realização deste trabalho, os procedimentos metodológicos foram organizados em três eixos: O primeiro consiste em uma revisão bibliográfica de autores que abordam a temática proposta. O segundo pauta-se na caracterização da área de estudo e por fim, a análise e discussão dos dados extraídos do Censo Agropecuário 2017. De maneira geral, em todos os dados ficou evidente as disparidades na atuação da mulher no gerenciamento dos estabelecimentos frente ao sexo masculino. Salienta-se que este estudo contempla apenas algumas variáveis quantitativas que expressam o cenário retratado