Navegando por Assunto "Escola rural"

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As representações sociais dos jovens do campo acerca de suas escolas
(Universidade Federal do Pará, 2008-04-01) LOPES, Wiama de Jesus Freitas; COELHO, Wilma de Nazaré Baía; http://lattes.cnpq.br/1035616337472088
This article aimed study the social representations of the country about it´s schools in the municipality of Bragança-PA. It had as central issue analyze the ways that happen interferences of the social representations of the youngsters of the country, about their schools, towards the practices of inclusion-exclusion of the educational action started in the country schools. For that, this research was based on the theory of social representations for the structuration of it’s theoretical-methodological references of data collection and treatment of curricular studies in a progressist conception, realized by the social movements currently linked to the struggle for land. In this work, there is also an incursion around the structural living conditions and the definition about being a youngster in the country. As well as there are concept researches related to the education in the country and afterwards the necessary social function of the schools in the country. The curricular, infrastructural and civil administration limitations of the educational unities in the country are some of the forgotten issues in this production for being presented as an element of constitution of social representations of the youngsters of the country about their schools. This study was developed with the objective of contributing for the improvement of the living conditions of the people of the country, aiming resignify some curricular practices strained in the inclusion-exclusion relations, outbroken in the educational action towards the youth of the country.
Acesso aberto (Open Access)
Condições de funcionamento de escolas do campo: em busca de indicadores de custo-aluno-qualidade
(Universidade Federal do Pará, 2008-05-02) PEREIRA, Ana Cláudia da Silva; GEMAQUE, Rosana Maria Oliveira; http://lattes.cnpq.br/2993304230836305
The study was conducted in 2 (two) schools in the municipality of Bujaru field belonging to the micro-Castanhal mesoregion in the Northeast Paraense. His goal was to identify and analyse the conditions for the functioning of schools of the field, aiming to propose indicators of cost-student-quality for this type of school. The selection of schools is guided by the following criteria: distance from the headquarters of the council; about the size; classification in unidocente or pluridocentes; number of teachers, number of students; levels of education offered and the region in which they are embedded. To obtain information from interviews were conducted with: directors, teachers, parents / community representatives and students. In addition to interviews, and observation forms were used in locus. The axes of analysis taken as guiding questions: the operating conditions of and their main problems and needs and what the subjects say that working and studying in / schools of the field on the indicators needed for a field of quality education? After analysing data, we find that the problems faced by teachers, students, parents and administrators who work in schools of the field are related mainly to operations in classes multisseriadas; lack of furniture, equipment and materials; lack of school transport; precarious conditions of infrastructure and lack of teaching staff. On the issue of quality indicators, the subjects showed the following factors as key to improving the quality of teaching in these schools: appropriate infrastructure, (with securities, libraries, laboratories, equipment and educational materials); contraction of staff (teachers, serventes, merendeiras, watchmen and secretary); qualification and upgrading of teacher; transportation and school lunch. The work presents a range of issues that can compose and explain the possible size and indicators of quality, but are not generalized to a larger pool of schools. Of course, there are regularities, and similar aspects that are common and should be considered for schools located in the field. In general it was found that the definition of a cost-studentquality education, especially in the education field, remains a challenge, especially because this discussion brings to light the complexity, tensions and contradictions of educational phenomenon in a country marked by inequality.
Acesso aberto (Open Access)
Currículo e seus significados para os sujeitos de uma escola ribeirinha, multisseriada no município de Cametá - Pará
(Universidade Federal do Pará, 2009-03-20) PINHEIRO, Maria do Socorro Dias; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The present research investigates the Curriculum and its meanings for the citizens of a riparian, multisseries school in the city of Cametá-Pará, in which if it objectified to analyze how is defined and materialized the curriculum in the multisseries riparian school, identifying which meanings are attributed to the pertaining school curriculum for the pupils, parents, communitarian and the teacher. This study was developed in the Joroca Island, in the locality Jorocazinho de Baixo, a community with a good organizational base, that has been interesting for scientist in other areas; it was benefited with some projects of the federal government and possessed four schools around it. The inquiry occurred in the Elementary Municipal School Jorocazinho, where was searched to initially know the context of the riparian community in the field of the educative practical organizations and its observing which curriculum experiences they have been living and, after that was prioritized to understand the materialization of the curriculum and its meanings in the voice of the citizens of the school. In this direction, the learners, parents, communitarian and the teacher had been the main interlocutors of the research and its narratives had been distinguished as object of study and analysis. The theoretical bases used for analysis of the collected depositions were the studies of Apple, Arroyo, Vygotsky, Freire, Vasconcelos and Cagliari. The two first authors are included in the text becoming related it the depositions of the marginal citizens to the curriculum and its materialization, while the others had served of bases, for the analysis of the depositions referring to meanings of the curriculum. The study, the analyses focused the following thematic axles: The materialization of the curriculum in the multisseries riparian school; The curriculum and its meanings for the communitarian leaderships, parents of pupils and the teacher; The meaning of the pertaining curriculum school for the learners; The meaning of “learning to read” for riparian learners. This discussion is based on a qualitative boarding, and was developed through an exploratory research followed by the observation of the participants. Are used as methodologist technician procedures: half structuralized and narratives interviews, the documentary analysis of the curricular planning of the school, the used didactic book for reading of the learners in classroom; of photographic images and drawings of the students. As result, we identify that the multisseries riparian school needs more attention of the municipal government and the educators of better educative accompaniment and orientation in its practical; the practice of literation must assume as priority dimension in the initial series of basic education; An indifference in relation to the questions exists of: infrastructure, financial pedagogical didactic/and; the public politics of education of the city for the riparian school are precarious; what exist in thee multisseries school curriculum are a “listing of non contextualied contents” and the organization of the riparian education is basically “urbanistic”. It is indicated, therefore, the riparian education must be valued while space of construction of the knowledge, from the valuation of knowing cultural messengers to them, showing them for a reading of world and construction of new social and politicians citizens and syntonized with their territoriality and cultural identity.
Acesso aberto (Open Access)
Educação do campo e participação social: reflexões sobre a experiência da Casa Familiar Rural de Cametá/PA
(Universidade Federal do Pará, 2008-03-31) PRAZERES, Maria Sueli Corrêa dos; HAGE, Salomão Antonio Mufarrej; http://lattes.cnpq.br/1723722364556016
The thesis aimed to reflect on the experience of the Cametá's Rural Familiar House. In the broad sense the search sought investigate the contributions of experience to the subject of the rural áreas of Cametá. In particular meaning as it aimed to analyze the participation of the subjects in the dynamics of Cametá's Rural Familiar House; identify it's mechanisms used by to motivate the participation of the subject and identify it's contributions, to the vision of Cametá subjects who participate directly or indirectly from the experience. Thus, the study followed the perspective of qualitative approach to research, using the semi-structured -interviews with young people, parents, tutors, teachers, coordinating educational, egresso, representatives of social movements and community members; and documental analysis examining the referential giving legal support to the experience of Cametá's Rural Familiar House. The study allowed On one hand, that the experience of Cametá's Rural Familiar House is significant and extremely important for young people, since the contents are organized from the reality of them. Thus, it was possible to identify that the proposal assentada in Pedagogy of Alternância can be a viable alternative to the educational field cametaense. According to the subjects interviewed were unable to perceive that there is an effort to have the integration and participation of the school / family /community education in the dynamics of the Cametá's Rural Familiar House. However, despite this effort there are many constraints that limit an ampler participation of the subjects, among whom the socioeconomic condition of families and the community, the loss of financial autonomy of the Cametá's Rural Familiar House and location of the school in a distant axis of families. Despite the difficulties there is a significant contribution of the Cametá's Rural Familiar House for youth of the rural áreas of Cametá since it is seen by subject as a chance to strengthen the education of rural areas, the strengthening of the production units with the introduction of techniques related to family farming and the strengthening of community in the fight for the legitimacy of social rights. Moreover, the survey intend to contribute to the Paraense Movement For Rural Education to recognize and question many experiences created by this social movements, lifting theoretic elements to this theoretical.
Acesso aberto (Open Access)
Evasão e fracasso na educação do campo: estudo de uma escola rural
(Universidade Federal do Pará, 2009-06) ABREU, Waldir Ferreira de; OLIVEIRA, Damião Bezerra; SILVA, Maria Domingas M. da
Acesso aberto (Open Access)
Movimentos sociais e diretrizes operacionais para a educação básica nas escolas do campo: para além dos limites institucionais e estruturais
(Universidade Federal do Pará, 2008-03-27) SILVA, Tânia Suely Nascimento; ARAÚJO, Sônia Maria da Silva; http://lattes.cnpq.br/5826372225106245
This work aims at researching the countryside education in Brazil. The outcome of this work comes from the political and professional involvement with the education. This work also aims at the comprehension and participation in social movements for operational making for the basic education (doebec), its based on the content analysis regarding the policy on focus and also regarding the resolutions of the National Conference for a basic education in the countryside. And in order to accomplish that, we considered two highlighting questions which brought up other specific points.The questions on focus are: what is the social contribution of the movements based on the national articulation for the education in the countryside (COUNTRYSIDE EDUCATION DEPARTMENT) based on the approved resolutions by the 1st National Conference for the basic education in the countryside? What are the outstanding principles which focus on the elimination/reduction of the social differences and for the improvement of the life quality, as well as for a better education for individuals in the countryside?The documental research is methodologically based on the technical analyses of the content. This project is based on two main documents: the doebec(educational department) and the resolutions of the 1st National Conference for the basic education in the countryside. The theoretical basis which has been chosen for analysis comes from a plenty of authors, such as: Boa Ventura de Sousa Santos. This analysis has been made on three stages: the identification of the analysis of the main points and the qualifying indicators which brought up categories of analysis. We drew the conclusion that the categories mentioned above are interrelated, being active and practical which are very significant for the implementation of the educational system in the rural areas. It has also been proposed in accordance with the conception of the national articulation for the countryside education. It truly has favored the elaboration of the doebec, in the field of the management democratization, the specifications acknowledgement of the schools in the countryside, as well as the necessity of a political pedagogical proposal in a project. However, this work has been incomplete due to the institutions circumstances linked to the current educational legislation marked by the neo-liberal, and more broadly due to the economical and social structure of the capitalism in the Brazilian society, since the concrete conditions for the making of the education in the countryside are somewhat beyond the competence of the doebc.