Navegando por Assunto "Field education"

Agora exibindo 1 - 10 de 10

Acesso aberto (Open Access)
Antropização entre a garantia e a negação do direito a educação do campo na Vila São Jorge do Jabuti
(Universidade Federal do Pará, 2022-12-21) BERNARDO, Izabela do Nascimento; RAMOS, João Batista Santiago; http://lattes.cnpq.br/8078757512392983
The present work aims to understand how the educational practices produced by teachers, technical management and coordination team impact the movement of teaching, learning and guaranteeing the rights of subjects in Rural Education. Methodologically, the research was developed from a qualitative approach, using as data collection techniques, the semi-structured interview and documental analysis. For data analysis, content analysis was used. The locus of the research is a rural school, located in Vila de São Jorge, in the interior of the municipality of Igarapé-Açu/PA. The investigation was based on the theoretical framework of rural education, especially its legal parameters. The results of this research show that there are signs of the development of rural education in the studied school, based on school knowledge combined with traditional experiences and knowledge. On the other hand, we identified certain ways that compromise the pedagogical practices developed in this school space, which were related to infrastructure problems such as inadequate environments, insufficient and out of context materials, and also the absence of inclusive, emancipatory public policies. However, there is an engagement of the school in general and of the educators in particular towards human formation guided by the guarantee of rights in the context of the community. Reaffirming that one also learns with knowledge, actions and knowledge produced by the people of the countryside.
Acesso aberto (Open Access)
Cibercultura e ensino de ciências: questões contextuais a partir da disciplina Tecnologia da Informação e Comunicação (tics) no curso de educação do campo ênfase, em ciências da natureza
(Universidade Federal Rural do Rio de Janeiro, 2019-12) CORDEIRO, Leonardo Zenha; CORREA, Juliane; FORMIGOSA, Marcos Marques
The text approaches the teaching of science, taking as reference the social and technical changes from the reality of the students of the Course of Field Education (emphasis in Nature Sciences), understanding the cyberculture as one of the fundamental elements to think about teaching and its changes in the current period. The proposal is part of a reflection based on the subject of Information and Communication Technology (ICTS), having as background the implications of these in the teaching of science, one of the disciplines that graduates of this course can act. The text seeks to make explicit conceptual and contextual elements in this field of study, cyberculture and science teaching present in the field education, in face of daily living in and outside the classroom, especially in the undergraduate course in Field Education, which is underway in the region of the Transamazônica highway and Xingu River, west of the state of Pará.The reflections point to the non-separation of school time and community time in the learning processes as an innovative element that is enhanced through the use of ICTs.
Acesso aberto (Open Access)
Desafios da Educação do Campo: o ensino de Ciências e a realidade da comunidade Santo Antônio
(Universidade Federal de Itajubá, 2020) SANTOS, Ivaneildes Viana França dos; SILVA, Márcio Rogério da; FORMIGOSA, Marcos Marques; GOMES, Felipe Bittioli Rodrigues
The main objective of this research was to analyze the difficulties faced by students in contextualizing the contents of the 9th of Elementary School Natural Sciences with the local reality and specific of the Santo Antônio community, at the Santo Antônio Annex multiseriate school. Through a field research with a qualitative approach, was interviewed fathers and students and also documentary research was done. The results indicate that the rural schools are not prepared to contribute to the development of individuals in order to give a perspective of the contents to their way of life, and may directly influence the learning process of and the campo students, and may discourage them. It was identified that the lack of training of professional affect the preparation of classes appropriate to the wishes of students and the community. In addition, the heterogeneity of class, content and age range was one of the main reasons for the difficulty in performing school planning, resulting in classes in the seriate model. It also highlights the need for the school and community to be partners not only in the formation of scientific knowledge, but also in their valorization through Curricular Planning that contextualizes with the reality of the community, based on its culture and experiences. Thus, the education the campo needs to be committed to a curriculum planning that brings meanings to students' lives as subjects of the field, so that their culture is valued and used as a basis in the construction of teaching and learning, seeking strategies that contemplate the identity of the student country man.
Acesso aberto (Open Access)
Educação do campo no espaço público da universidade
(Universidade Federal do Pará, 2017-06) OLIVEIRA, Mara Rita Duarte de; GÓES, Tânia Maria de; GONÇALVES, Jadson Fernando Garcia
This article aims to analyze the importance of the role of the public university in the articulation of programs and projects aimed at the education of the field. This research was based on our involvement in the National Program for Education in Agrarian Reform and the Program for Support to Higher Education in Graduation in Field Education, the concern was based on the perspective of understanding how the public university, despite Market demands and those of the Regulatory State, assumes the important role in the resumption of the education debate as a public good and in partnership with social movements and other institutions take on the challenge of offering higher education courses for the rural population. Strengthened by the entrance to the University, the rural populations take their place in the academy, building another education in the countryside and transforming the reality of the countryside from the projects of emancipatory and solidarity education.
Acesso aberto (Open Access)
Engenharia didática reversa como um dispositivo de formação docente para a educação do campo
(Universidade Federal do Pará, 2019-12-06) SILVA, Renata Lourinho da; GUERRA, Renato Borges; http://lattes.cnpq.br/3199659904537033; https://orcid.org/0000-0002-9228-2337
This research proposes the reverse didactic engineering methodology as educational formation device for field education with purpose of building answers for the integration problems of knowledge discipline with field non knowledge discipline, under study course understanding and research as development methodology of didactic transposition processes and, in consequence, as ways provider of teacher formation under theory understanding of Yves Chevallard’s didactic transposition. The importance of relating the school timing with the community timing in an integrated way, it is also considered necessary and fundamental for the initial and continuous formation teachers courses for field education, by constituting one of the bases that stands field education, according to the Operational Guidelines for Basic Education in Field Schools (DEOBEC) when it emphasizes the difference of teaching for field education from other regular teachings. A research about the usage of "matapi" was accomplished involving teachers in continuous formation, two "matapi" producers from Pacuí de Cima community, in Cametá, besides the study and investigation directors. The reached results are exciting for the accomplishment of future researches, considering that they confirm the hypotheses for the case of the accomplished research because it shows that the school timing with the community timing unit in one, which is the study timing, by the integration of cultural knowledge, which as, knowledges discipline (mathematics, portuguese, geography, science, and others). All in knowledge reconstruction pointed out didactic transposition process, just as we contribute with the community sustainable development. Besides, the results indicate that the methodology of the reverse didactic engineering can also be used in all courses of teacher formation.
Acesso aberto (Open Access)
A formação inicial do educador do campo: um estudo sobre a licenciatura em educação do campo/procampo
(Universidade Federal do Pará, 2016-06) COSTA, Eliane Miranda
The text analyzes the formative process of the Full Degree in Field Education (LPEC) in Portel in Marajó. It is a text that results from research masters whose object is the Support Programme in Higher Education Degree in Rural Education. This research adopted as a methodology the case study of a unique type of qualitative approach, and how collection techniques and data analysis adopted the non-participant observation, semistructured interviews, closed questionnaire and content analysis. For the purpose of this text, the analyzes and reflections are based on excerpts from interviews and analysis of documents in dialogue with authors such as: Arroyo (1999, 2004, 2012), Caldart (2000; Allowed to infer that the LPEC in study has difficulties, limits educational and structural order that somehow compromises in the quality of training. However, it can be considered that this LPEC represents an important affirmative action is an important and concrete possibility to happen in an Education / Field in the Marajó.
Acesso aberto (Open Access)
Mediação docente na elaboração de estratégias de resolução de problemas matemáticos de estudantes do 5º ano de uma escola do campo
(Universidade Federal de Mato Grosso, 2020-08) BARREIRA, Jonas Souza; MANFREDO, Elizabeth Cardoso Gerhardt; OLIVEIRA, José Sávio Bicho de
This study aimed to investigate how teacher practice can contribute to 5th grade students in a rural school building strategies to solve additive problems. It is a research of own practice as methodology of qualitative research in Mathematical Education. The research took place from April to June of 2019, in a rural school located in a rural community in the city of Marabá -Pará. The instruments used in the production of the data were: the researcher's field diary, the students' documents and notebooks. the transcripts of the recorded audio of the lessons The results show that the dialogue between the teacher and the students, as well as the questions the teacher asks, provoking the students to think about what they are producing is a way for the teacher's practice to contribute to the 5th grade students of a school. build strategies to solve additive problems.
Acesso aberto (Open Access)
A metodologia da pedagogia da alternância e suas contribuições para o desenvolvimento das comunidades do campo no município de Cametá/PA
(Universidade Federal do Pará, 2014-01) CARMO, Eraldo Souza do; PRAZERES, Maria Sueli Corrêa dos
This paper analyzes the contributions of the Rural Family House from the Pedagogy of Alternation for the development of communities in the municipality of Cametá field. Specifically examined the participation of graduates and other subjects in the formative processes in conjunction with the development of communities and the repercussions on the theoretical and practical experience in the community. Based on the qualitative approach, using the Semi-Structured interviews with youth, parents, monitors, teachers, coordinating education, graduates and representatives of social movements, beyond the analysis of documents that give legal support to the experience, students’ notebooks, reports the activities of students, teachers and pedagogical coordination. It was found that the experience is meaningful for the subjects of the field since it has combined education and work practices, development of production units with the introduction of techniques related to family farming and community empowerment in the struggle for legitimation of social rights.
Acesso aberto (Open Access)
As relações de gênero e suas interfaces com o programa saberes da terra na Escola Corre-Mão município de Igarapé-Miri/PA
(Universidade Federal do Pará, 2018-12) CHAVES, Paulo Emil Rodrigues; SILVA, Lucielma Lobato
This work deals with gender relations and its interfaces with the land knowledge program, based on the concepts and principles of rural education, the fruit of the struggles of social movements, whose method is the pedagogy of alternation. The qualitative research was developed, in the School Run-By the municipality of IgarapéMiri / Pa. The methodology used was a bibliographical research and the realization of semi-structured interviews with students, teachers of the program, to have a clipping of how such relationships are built in the school and family environment. These interviews showed that at school the same relations of submission and prejudice are reproduced, that over time women are submitted.
Acesso aberto (Open Access)
Sistema de organização modular de ensino (some) e a inclusão social dos jovens e adultos do campo
(Universidade Federal do Pará, 2016-06) PEREIRA, Rosenildo da Costa
Of few the reality of field education is being modified on the national scene in order to tailor the curriculum, methodology and even extend the opportunity of access to primary and secondary education in the field. In this sense, this text aims to analyze the emergence and contribution of modular system of organization of teaching (ADD) to the access of young people and adults children of workers in the field of the Municipality of Abaetetuba in the State of Para/ Amazon Region, in relation to basic education, free and compulsory. For both, it was used in a participant observation in a school in riverside who worked the said system, bibliographic analysis and documentary on the theme that was intended to substantiate such a discussion.