Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education最新文献

{"title":"Povos Campesinos: caminhos para a democratização de acesso à educação","authors":"Raphaella Ferreira de Moura Negromonte, Maria do Socorro Pereira da Silva","doi":"10.20873/uft.rbec.e14765","DOIUrl":"https://doi.org/10.20873/uft.rbec.e14765","url":null,"abstract":"This study aims to map the academic production in Brazil on the paths used for the democratization of the access of peasant peoples to education, present in the literature contained in scientific databases, considering the theoretical framework in the period 2017 to 2022. To do so, a systematic literature review was used, whose typology was the qualitative meta-analysis, using descriptors based on the access of peasant peoples to education in the countryside. The search and survey of scientific productions related to the investigation was carried out, followed by the reading of titles, keywords, and abstracts, to proceed later with the exploratory study of the theoretical framework. The research evidenced that rural education is still an issue to be furthered in the discussions, as well as that the alternating cycle pedagogy has been pointed out as one of the guiding paths for the democratization of rural peoples to rural education. Moreover, it was noticed that the studies demonstrate the importance of the educational spaces not being limited to the classroom and that the pedagogical conceptions should be linked to the insertion of the reality of the rural people as part of the discussions of the contents experienced in the classroom.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67544147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Esse (des)conhecido sujeito social: a produção acadêmica sobre a juventude das EFAs","authors":"Júlio César Barroso Pacheco, L. Ribeiro, Maria Isabel Antunes-Rocha","doi":"10.20873/uft.rbec.e13825","DOIUrl":"https://doi.org/10.20873/uft.rbec.e13825","url":null,"abstract":"The context of this article is the interest in investigating the youth of Escolas Famílias Agrícolas (EFAs), since, in recent decades, Brazilian society has experienced the affirmation of youth as a political category and recipient of social actions. If rural youth also felt the impacts of this new political place, our curiosity fell on the academic production on the selected topic. To this end, a systematic literature review was carried out in the Scielo Platform database, with searches delimited between the years 2011 and 2021. The data were treated through descriptive graphs and tables. The thematic set of research indicates the persistence of historically recurring themes, but also points to the insertion of themes that accompany the issues brought about by the conquest of the new political place of the young category and that have been strengthened in recent years. However, the publication and, therefore, the communication of the researches to the society does not happen in accordance with the distribution of the educational experiences of the EFAs throughout the Brazilian territory. Overcoming this structural challenge requires the resumption of social and political processes that have been dismantled in recent years.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67769387","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mulheres camponesas e a quebra das cercas do latifúndio educacional: do campo ao ensino superior","authors":"Isabel Marcolino da Silva, Suzana Gomes Lopes","doi":"10.20873/uft.rbec.e14464","DOIUrl":"https://doi.org/10.20873/uft.rbec.e14464","url":null,"abstract":"This article aims to identify the obstacles to the entry and permanence of peasant women in the Licentiate Degree in Countryside Education, at the Senador Helvídio Nunes de Barros Campus, at the Federal University of Piauí. In this qualitative research, interviews were carried out, conducted through a semi-structured questionnaire, with five peasant women students of the course. The interviewees reported as limiting factors for both admission and permanence at the university: the non-permission of their husbands, maternity, formal work, financial difficulties, distance from the places where they live to the university campus, lack of accommodation and place to leave their children of non-school age, reduced supply of scholarships, and prejudice from students from other courses. Even though the Licentiate Degree in Countryside Education is the result of the struggle of social and popular movements, it is still excluding and limiting when it comes to the entry and permanence of peasant women, both due to university space and management and the patriarchal system, which imposes on these women the constitution of a family and the care of the children instead of the academic formation. For these peasant women, the long-awaited training in a higher education course is something possible and transformative, even if it is necessary to break the fences of the educational latifundium.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67543064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Concepciones y prácticas de docentes sobre educación intercultural en un contexto mexicano","authors":"Erika Garcia Torres","doi":"10.20873/uft.rbec.e15373","DOIUrl":"https://doi.org/10.20873/uft.rbec.e15373","url":null,"abstract":"En esta investigación se caracterizan concepciones y prácticas docentes en educación básica en el estado de Yucatán, México, en el marco de la educación intercultural. A través de un estudio exploratorio se obtuvo una categorización de concepciones de docentes de educación básica sobre la educación intercultural así como algunas estrategias para implementar este enfoque educativo en la práctica. Con respecto a las concepciones de los docentes se obtuvo que la educación intercultural es una forma de reconocer la cultura, un medio para fomentar la convivencia escolar, una forma de favorecer la inclusión y un enfoque pedagógico. En su práctica, los docentes incorporan elementos como el intercambio de roles de los participantes, los ejemplos contextualizados y la socialización del conocimiento, aspectos que trascienden las características de la educación indígena bilingüe. Los resultados de esta investigación indican que las concepciones de los docentes están permeadas por la cultura maya presente en las manifestaciones lingüísticas y culturales de sus alumnos, y por el sentido amplio del concepto de cultura, la cual incluye formas de vida, costumbres, formas de percibir el mundo o modos de conocer.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67544527","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lo pedagógico en las ruralidades latinoamericanas entre la pandemia y la pospandemia","authors":"E. Velázquez, María Mercedes Palumbo","doi":"10.20873/uft.rbec.e16646","DOIUrl":"https://doi.org/10.20873/uft.rbec.e16646","url":null,"abstract":"Esta edición especial de la Revista Brasileira de Educação do Campo forma parte de un esfuerzo por compartir prácticas comunitarias, organizativas y escolares -todas ellas comprendidas como instancias pedagógicas- en el marco de experiencias llevadas adelante durante la pandemia por el COVID-19 en la ruralidad. Este Dossier cuenta con 6 artículos que evidencian temas y cuestionamientos en común, pero que al mismo tiempo dan cuenta de especificidades propias de las realidades de cada país y contexto rural. Las contribuciones son en su mayoría de México, aunque también se presentan trabajos de Argentina y Brasil.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67545319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Um experimento didático no ensino de Biologia a partir de um olhar sobre gravidez na adolescência em comunidades ribeirinhas no Marajó-PA","authors":"Hermison Bruno Baia Palheta, Fábio José da Costa Alves","doi":"10.20873/uft.rbec.e13279","DOIUrl":"https://doi.org/10.20873/uft.rbec.e13279","url":null,"abstract":"The present research was developed with the objective of investigating the extent to which a Didactic Sequence (DS) involving the concept of \"Human Reproduction\", according to the historical-cultural perspective, can contribute to riverside communities about teenage pregnancy As a theoretical anchor, we base ourselves on in historical-cultural theory, from Oliveira (1995), Rego (1995), Prestes (2010), Braz (2015) and other theorists who contributed to the debate. In the methodology, we developed a qualitative approach based on Alves (1992) and Oliveira (1995), analyzing a SD from the looks of Zabala (2011) and Cabral (2017). For the analysis of SD interactions, we worked with the theoretical assumptions of Góes (2000) known as “Microgenetic Analysis”. In the results, we observed that the research participants showed greater understanding of the concepts on the theme \"Human Reproduction\", significantly reflecting teenage pregnancy. We observed that when we used scientific knowledge and everyday knowledge, there were changes in attitudes towards the subject. In this sense, our lens pointed out potential in learning when we develop SDs from the historical-cultural perspective.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67768850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Diseño e Implementación de la Licenciatura en Educación Multigrado en México: Aportes a la Formación Inicial Docente","authors":"Juan David Gonzalez Fraga, Gustavo Gaona Vargas, Diego Juárez Bolaños, Ernesto Ponce Rodriguez","doi":"10.20873/uft.rbec.e15233","DOIUrl":"https://doi.org/10.20873/uft.rbec.e15233","url":null,"abstract":"Más del 40% de las escuelas primarias en México son multigrado, es decir, donde existen más grupos que docentes. La literatura y evaluaciones elaboradas en el último lustro en el país son coincidentes en señalan que uno de los principales que enfrenta el multigrado, es la formación inicial de los actores que laboran en este tipo de escuelas. De ahí que, al reconocerse la necesidad de crear un programa de formación inicial específico para trabajar en escuelas multigrado, a finales del año 2019, la Universidad Pedagógica Nacional conformó un equipo de académicos e investigadores de diversas instituciones y entidades del país que trabajaron en el diseño de la Licenciatura en Educación Multigrado. El propósito de este artículo, es dar cuenta del modelo de formación y enfoque pedagógico del diseño del programa y su implementación a partir de agosto de 2022 en el Campus San Luis Potosí. Los datos provienen de fuentes documentales y de la observación del desarrollo del programa. El artículo destaca la gestión municipal como parte de las acciones prioritarias para la implementación, la caracterización del grupo de estudiantes y el trabajo colegiado de los académicos como resultantes de esta licenciatura, única en Hispanoamérica.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67544263","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Paulo Freire’s critical pedagogy and modern rural education","authors":"O. Budnyk, I. Nikolaesku, Yu.O. Solovei, Olena Grebeniuk, K. Fomin, Valeriia Shynkarova","doi":"10.20873/uft.rbec.e16480","DOIUrl":"https://doi.org/10.20873/uft.rbec.e16480","url":null,"abstract":"The article elaborates on the leading theoretical concepts of critical pedagogy in a modern rural school as a new philosophy of education aimed at developing students' critical literacy and reflection. Based on the analysis of the pedagogical ideas of the criticism of the Brazilian education reformer Paulo Freire, the authors emphasize the necessity for their implementation in educational institutions taking into account modern challenges – prevention of discrimination on a wide range of grounds- (cyber) bullying, ethnicity-based humiliation under the conditions of globalization, etc. The following methods were used in the research: bibliographic search, analytical, and historical-logical, making it possible to study scientific resources (philosophical, sociological, pedagogical), media resources on the problems of criticism and critical pedagogy, as well as to present the historical and pedagogical experience of using Paulo Freire’s critical pedagogy through the prism of a modern rural school in various aspects – inclusion, intercultural education, gender, and racial equality, etc. The researchers have identified several aspects confirming the outstanding educator’s support for rural education, namely: he developed the program for the elimination of illiteracy in Latin America, paid much attention to teaching literacy to Brazilian peasants, and led the campaign for the elimination of illiteracy in rural areas, the “pedagogy of the oppressed” is aimed at the struggle for justice and freedom, which he also tried to cover in rural education; Freire’s works trace the role of the teacher in implementing critical pedagogy aimed at active dialogue and cooperation with students, providing quality educational services in rural schools. The dominant thesis of the study is the ideas of Descartes’ critical rationalism – “I can doubt everything.” Effective methods of developing students’ critical consciousness and critical thinking in a modern educational institution are identified. The peculiarities of using critical pedagogy in rural areas to ensure all students’ equal rights to receive quality education are emphasized.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67545136","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Ser professor de Escolas Rurais no Paraná/BR entre 1915 e 1946","authors":"D. Santi, A. P. Castanha","doi":"10.20873/uft.rbec.e14314","DOIUrl":"https://doi.org/10.20873/uft.rbec.e14314","url":null,"abstract":"This article analyzes the relationship between the organization of the rural school and the teachers in the State of Paraná between 1915 and 1946. The time frame is linked to the educational legislation, being the year 1915, marked by a law of the state of Paraná that brought for the first the name rural school. As a final cut, we define 1946, the year of the implementation of the Organic Law of Primary Education and the Organic Law of Normal Education. The investigation included reports, laws, and decrees, among others, in addition to making use of bibliographies on the subject. When it comes to teachers and their relationship with rural education, the speeches of the time highlighted the importance of the teacher in rural schools, as they assumed all responsibilities for the execution of teaching, being considered the pivot of instruction. However, despite indicating the importance of the teacher, the reports attribute to them the responsibility for the difficulties faced by education, associating, especially, the lack of teacher training, since teachers without training worked, especially in rural schools. In view of this, the State sought alternatives to train teachers, with the installation of rural complementary schools, despite this; we showed that there were few trained teachers who worked in rural education in the period.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67542885","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A educação do campo na América Latina: um estudo histórico","authors":"Patricia de Souza Machado Gregorio, Gledson Vigiano Bianconi","doi":"10.20873/uft.rbec.e14618","DOIUrl":"https://doi.org/10.20873/uft.rbec.e14618","url":null,"abstract":"Rural Education (RE) is being conceived as a pedagogical proposal specific to the rural population, as it considers that this audience has distinct educational needs and lifestyle habits from those living in urban environments. In this article we presented the results of bibliographical Research aimed at the historical survey of teaching proposals in this modality within Latin America, adopting as a sample cut the histories of Argentina, Brazil, Cuba, and Mexico. Our results demonstrate that Latin American experiences are influenced by the ideological inclination of their governments and that educational projects achieved better results when they obtained greater popular participation, from their conception to the execution of their proposals. This demonstrates that RE is a reflection of a Pedagogical Project that achieves higher levels of efficiency when built in a democratic, with the target audience involved in its construction.","PeriodicalId":42154,"journal":{"name":"Revista Brasileira de Educacao do Campo-Brazilian Journal of Rural Education","volume":"1 1","pages":""},"PeriodicalIF":0.3,"publicationDate":"2023-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67543825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}