Navegando por Autor "BENTES, Haroldo de Vasconcelos"

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Acesso aberto (Open Access)
A autonomia dos sujeitos do campo: métodos e identidades
(Universidade Federal do Pará, 2016-12) BENTES, Haroldo de Vasconcelos
The article discusses the autonomy of the subjects of the field, under the aegis of Field Education, regarding their protagonisms and identities whether in the School or outside it. The objective is to signal the need to focus efforts towards the existential valorization of these men and women and their productions in space and time, in a strategic way, broadening the legitimate, global-local dialogue and vice versa. In the line of argument, two questions: on the assumptions of autonomy and legitimacy, temporality of knowledge, collective memory, and its specificities? And the importance of the global-local relationship in the existence of those, at the confluence of the paradigm of scientificity and connections with technological advances? The theoretical and methodological foundation aligns the presuppositions of the dialectic, scientificity and Scientific Initiation. In the conclusions: the subjects of the field need to be treated as political agents in the analytical process of reality; Dialogue with connections between local and global, scientificity and technologies as recognized and validated knowledge; The methodological, political and epistemic make of the teacher promoting new possibilities in adult learning; Scientific initiation as a method that broadens and deepens the vision of reality.
Acesso aberto (Open Access)
Educação do campo adaptando métodos pedagógicos: proposta para EJA sem evasão nas comunidades quilombolas
(Universidade Federal do Tocatins, 2018-08) RODRIGUES, Iêda Ribeiro; BENTES, Haroldo de Vasconcelos
This article proposes the inclusion of pedagogical procedures that value the local culture in the EJA clas-ses of two schools of quilombola communities. The objective of this method is the regular participation of the student in the school, thus proposing the reduction in the school dropout rate through the modifica-tion of classroom teaching. We present reports of students and teachers where the problem of avoidance is justified. It is suggested differentiated dynamics exemplified in the discipline of Philosophy of Educa-tion with one of the classes of the Rural Education (UFPA). In the theoretical field it is defended a tea-ching that prioritizes the specificities of the subjects of the Youngsters and Adult Education (YAE) and the local culture. Contextualizing with Haroldo Bentes (2010, 2016), Caldart (2000; 2012) and National Curricular Guidelines for Elementary Education, Countryside Schools and Quilombola Education. Wi-thin the methodological foundations it is approached the integration of pedagogical methods adapted according to the local culture. It discusses the interaction and interest of the student of the YAE with the disciplines. It was at the end that the exchange of teacher-student knowledge stimulates socio-educational growth. Encouraging the student to stay in school and reducing the level of school dropout.