Navegando por Autor "HAGE, Salomão Antônio Mufarrej"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Movimentos sociais, educação campo e pesquisa: um estudo sobre os grupos de pesquisa no diretório do CNPq
(Universidade Federal do Pará, 2009-06) HAGE, Salomão Antônio Mufarrej
Acesso aberto (Open Access)
No remanso do contexto ribeirinho quilombola da Amazônia
(Universidade Federal do Pará, 2014-01) CARDOSO, Maria Barbara da Costa; HAGE, Salomão Antônio Mufarrej
The study focused on the dimension of the context of the community of St. John’s Midfield Itacuruçá, Abaetetuba / PA, in the relevance of the riparian quilombolas subjects’ identity construction. The reality intertwines between rivers, woods, roads, memory and stories of struggles. Objective therefore lead discussions relevant to the concept riparian quilombola. The subjects live, reside, struggling to survive on the margins of rivers and streams, however, bring identity marks quilombolas. As identify? Riparian or quilombolas? Or riparian quilombolas? The study was a qualitative one, with fieldwork with investments in bibliographical sources relevant to the topic based on books, dissertations, theses, articles, websites. The results punctuate the importance of discussing the concept riparian quilombola experienced in everyday life these subjects.
Acesso aberto (Open Access)
A socioterritorialidade da Amazônia e as políticas de educação do campo
(2011-06) OLIVEIRA, Lorena Maria Mourão de; HAGE, Salomão Antônio Mufarrej
This article analyzes the relationship between territory, public policies and rural education within the context of the socio-territorial diversity of the Amazonian region in the state of Pará. The analysis emphasizes the centrality of the social movements’ protagonism in the region, as well as in the larger Brazilian context, the rationale being an understanding of territory that privileges relationality and complexity with respect to economic, political, cultural and ecological dimensions. Lastly, the socio-territorial diversity within the Amazonian region of Pará state is mapped, highlighting the territoriality of rivers, rural colonies, settlements, extractive reserves, ‘quilombos’, and indigenous reservations.
Acesso aberto (Open Access)
Transgressão do Paradigma da (multi)Seriação como referência para a construção da Escola Pública do Campo
(2014-12) HAGE, Salomão Antônio Mufarrej
The article analyzes the reality of rural public schools by including their particularities in the broader challenges facing the popular social movements of rural areas. These social movements seek to ensure the right to universal Basic Education with socially relevant quality and affirmative of the sociocultural and territorial diversity that constitute the rural areas in Brazil. It shares the results of studies carried out by the Group of Study and Research in Rural Education in the Amazon - GEPERUAZ, that investigates the reality of rural schools with multigrade classes, considering the paradox between disrepair and precariousness that to a large extent characterize the conditions of existence of these schools and the creative actions taken by teachers and students in school daily life that defy the adverse conditions experienced therein. It indicates references to the transgression of the urban grading teaching paradigm, currently hegemonic in these schools.