Navegando por Assunto "Alternation pedagogy"

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Da casa da família à casa da escola: dimensões de gênero na experiência educativa em alternância no Município de Cametá - Pará
(Universidade Federal do Pará, 2008-03-28) SILVA, Márcia Cristina Lopes e; MOTA, Dalva Maria da; http://lattes.cnpq.br/4129724001987611
Studies about the Rural Education with the focus in the Alternation Pedagogy have been appealing in the several reflections of authors in Brazil and in Pará. However, it becomes necessary to throw a glance on the daily of male and female students in the “Casas Familiares Rurais”, where the peculiarities of the “Casa Familiar Rural de Cametá - Pará (CFRC)” it deserved attention in that thesis, whose main objective is to analyze the gender relationships in CFRC and in the family establishment through the division of the work accomplished in these two spaces. The hypothesis is that the formation received by men and women in CFRC it reinforces the division of the work exercised in your families in that heavy activity is attributed to men and the light activity is attributed to women. For that analysis was used the theoretical and field research being privileged the case study. The principal procedures used were questionnaire, observation and occasional chats. The sample was constituted regularly by students enrolled; drop-out or that they already finished the course, as well as, theirs families. The conclusions show that in the ambit of the family relationships, the house is the woman's space and rubbed is the man’s space. Those relationships are reproduced in the activities of field of the school. In spite of the existence of that differentiated relationship, in the activities of cleaning of the school facilities it happens a process of mutual help, showing that of the House of the family to the house of the school the gender dimensions assume other perspectives in the multiple spaces that are frequented by male and female students in the locus of the research.
Acesso aberto (Open Access)
Magistério extrativista da terra do meio - experiências de currículo como território educativo na floresta amazônica
(Universidade Federal da Paraíba, 2021) LOPES, Raquel da Silva; MILÉO, Irlanda do Socorro de Oliveira
This paper introduces a curricular experience as an everyday exercising of the idea of educational territory. As this work acknowledges the risks entailed in the semantic-conceptual plurality of that category, it also seeks nevertheless to aggregate within its reach a series of educational experiences deriving from the project Gatherer Communities Teachers’ Education, inside the Amazon forest, in a region known as Terra do Meio (Middle Land), at the confluence of the rivers Xingu and Iriri, which incontestably evince the concrete possibility for the subversion of a pre-established “curricular order” as condition for the operationalization of the pedagogical work, whose main and most perverse consequence is the displacing of the reality of the territory in which such work occurs, culminating in an almost absolute artificialization of the whole experience of school education carried out with traditional peoples and communities. Therefore, inspired by the approach by the cartography method, this paper intends to indicate pieces of evidence regarding school counterculture, which becomes possible due to a conception of the curriculum as practice both rooted in life experience and intertwined in the fabric of the territory where it takes place. The territory is, beyond the space where things happen, an educational factor with a high pedagogical potential for all individuals involved in the experience. Accordingly, this article assumes the educational experience rooted in the territory as the right to a full development of the human vocation, to a becoming, but a viable becoming, which is in consonance with the necessities of concrete individuals, historically situated and existentially potent.