Full-time students in the countryside: learnings, processes and meanings

Detalhes bibliográficos
Autor(a) principal: Souza, Maria Celeste Reis Fernandes de
Data de Publicação: 2016
Tipo de documento: Artigo
Idioma: por
Título da fonte: Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
Texto Completo: https://publicacoes.fcc.org.br/cp/article/view/3440
Resumo: The article shows the results of a survey which seeks to understand the relationship that students in their final years of elementary school establish with knowledge, in the context of full-time school in the countryside. The theoretical framework are the contributions of Bernard Charlot on the relationship with knowledge. The study was conducted with 67 students from 03 schools in the countryside. The empirical material was produced through the balance of knowledge and interviews. The analysis shows the weight of school learnings and the mismatches between the body and the ways of life in the countryside. The conclusions point to the need for incorporating Rural Education into the full-time schooling debate, and to the appreciation of art, body and movement as valid learnings in expanding the school day.
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spelling Full-time students in the countryside: learnings, processes and meaningsEstudiantes en tiempo completo en el campo: aprendizajes, procesos y sentidosElèves à plein temps en milieu rural: apprentissages , processus et sensEstudantes em tempo integral no campo: aprendizagens, processos e sentidosEcole à Plein TempsApp rentissageEducation ruraleEscola de Tempo IntegralAprendizagemEducação no CampoEducaçãoFull Time SchoolLearningRural EducationEscuela de Tiempo CompletAprendizajeEducación en el CampThe article shows the results of a survey which seeks to understand the relationship that students in their final years of elementary school establish with knowledge, in the context of full-time school in the countryside. The theoretical framework are the contributions of Bernard Charlot on the relationship with knowledge. The study was conducted with 67 students from 03 schools in the countryside. The empirical material was produced through the balance of knowledge and interviews. The analysis shows the weight of school learnings and the mismatches between the body and the ways of life in the countryside. The conclusions point to the need for incorporating Rural Education into the full-time schooling debate, and to the appreciation of art, body and movement as valid learnings in expanding the school day.Este artículo presenta resultados de una investigación que intenta comprender las relaciones que estudiantes de los años finales de la Educación Básica establecen com el saber en el marco de la Escuela de Tiempo Completo en el campo. El referente teórico son las contribuciones de Bernard Charlot sobre la relación con el saber. Participaron en el estudio 67 estudiantes de tres escuelas del campo, y el material empírico fue producido por “balance de saber” y “entrevistas”. El análisis pone de manifiesto el peso de los aprendizajes escolares y los descompases entre el cuerpo y los modos de vida en el campo. Las conclusiones muestran la necesidad de incorporar la Educación del Campo al debate sobre el tiempo integral y de valorizar el arte, el cuerpo y el movimiento como aprendizajes válidos en la ampliación de la jornada escolar.Cet article presente les résultats d’une recherche visant à comprendre les rapports que des élèves établissent avec le savoir, durant leurs dernières années d’Enseignement Fondamental, au sein d’écoles rurales où ils étudient à temps plein. Le référentiel théorique est construit à partir des contributions de Bernard Charlot concernant le rapport au savoir. Soixante-sept élèves de trois écoles rurales ont participé à cette étude et le matériel empirique a été produit à travers des «bilans de savoir» et des «entretiens». L’analyse met en évidence le poids des apprentissages scolaires et des décalages entre le corps et le mode de vie en milieu rural. Les conclusions qui se dégagent de cette étude est qu’il est nécessaire d’intégrer l’éducation rurale au débat sur le temps complet ainsi que la valorisation de l’art, du corps et du mouvement, en tant qu’apprentissages valables, à l’allongement de la journée scolaire.Este artigo apresenta resultados de uma pesquisa que busca compreender as relações que estudantes dos anos finais do ensino fundamental estabelecem com o saber no contexto da Escola em Tempo Integral no campo. O referencial teórico são as contribuições de Bernard Charlot sobre a relação com o saber. Participaram do estudo 67 estudantes de três escolas do campo, e o material empírico foi produzido por “balanço de saber” e “entrevistas”. A análise evidencia o peso das aprendizagens escolares e os descompassos entre o corpo e os modos de vida no campo. As conclusões apontam para a necessidade de incorporação da Educação do Campo no debate sobre o tempo integral e para a valorização da arte, do corpo e do movimento como aprendizagens válidas na ampliação da jornada escolar.Fundação Carlos Chagas2016-10-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://publicacoes.fcc.org.br/cp/article/view/3440Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 756-782Cadernos de Pesquisa; Vol. 46 Núm. 161: jul./set.2016; 756-782Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 756-782Cadernos de Pesquisa; v. 46 n. 161: jul./set.2016; 756-7821980-53140100-1574reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)instname:Fundação Carlos Chagas (FCC)instacron:FCCporhttps://publicacoes.fcc.org.br/cp/article/view/3440/pdfCopyright (c) 2016 Cadernos de Pesquisahttps://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccessSouza, Maria Celeste Reis Fernandes de2022-12-08T12:23:13Zoai:ojs.publicacoes.fcc.org.br:article/3440Revistahttp://publicacoes.fcc.org.br/ojs/index.php/cp/indexhttps://old.scielo.br/oai/scielo-oai.phpcadpesq@fcc.org.br||cadpesq@fcc.org.br1980-53140100-1574opendoar:2022-12-08T12:23:13Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)false
dc.title.none.fl_str_mv Full-time students in the countryside: learnings, processes and meanings
Estudiantes en tiempo completo en el campo: aprendizajes, procesos y sentidos
Elèves à plein temps en milieu rural: apprentissages , processus et sens
Estudantes em tempo integral no campo: aprendizagens, processos e sentidos
title Full-time students in the countryside: learnings, processes and meanings
spellingShingle Full-time students in the countryside: learnings, processes and meanings
Souza, Maria Celeste Reis Fernandes de
Ecole à Plein Temps
App rentissage
Education rurale
Escola de Tempo Integral
Aprendizagem
Educação no Campo
Educação
Full Time School
Learning
Rural Education
Escuela de Tiempo Complet
Aprendizaje
Educación en el Camp
title_short Full-time students in the countryside: learnings, processes and meanings
title_full Full-time students in the countryside: learnings, processes and meanings
title_fullStr Full-time students in the countryside: learnings, processes and meanings
title_full_unstemmed Full-time students in the countryside: learnings, processes and meanings
title_sort Full-time students in the countryside: learnings, processes and meanings
author Souza, Maria Celeste Reis Fernandes de
author_facet Souza, Maria Celeste Reis Fernandes de
author_role author
dc.contributor.author.fl_str_mv Souza, Maria Celeste Reis Fernandes de
dc.subject.por.fl_str_mv Ecole à Plein Temps
App rentissage
Education rurale
Escola de Tempo Integral
Aprendizagem
Educação no Campo
Educação
Full Time School
Learning
Rural Education
Escuela de Tiempo Complet
Aprendizaje
Educación en el Camp
topic Ecole à Plein Temps
App rentissage
Education rurale
Escola de Tempo Integral
Aprendizagem
Educação no Campo
Educação
Full Time School
Learning
Rural Education
Escuela de Tiempo Complet
Aprendizaje
Educación en el Camp
description The article shows the results of a survey which seeks to understand the relationship that students in their final years of elementary school establish with knowledge, in the context of full-time school in the countryside. The theoretical framework are the contributions of Bernard Charlot on the relationship with knowledge. The study was conducted with 67 students from 03 schools in the countryside. The empirical material was produced through the balance of knowledge and interviews. The analysis shows the weight of school learnings and the mismatches between the body and the ways of life in the countryside. The conclusions point to the need for incorporating Rural Education into the full-time schooling debate, and to the appreciation of art, body and movement as valid learnings in expanding the school day.
publishDate 2016
dc.date.none.fl_str_mv 2016-10-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3440
url https://publicacoes.fcc.org.br/cp/article/view/3440
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://publicacoes.fcc.org.br/cp/article/view/3440/pdf
dc.rights.driver.fl_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2016 Cadernos de Pesquisa
https://creativecommons.org/licenses/by-nc/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Fundação Carlos Chagas
publisher.none.fl_str_mv Fundação Carlos Chagas
dc.source.none.fl_str_mv Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 756-782
Cadernos de Pesquisa; Vol. 46 Núm. 161: jul./set.2016; 756-782
Cadernos de Pesquisa; Vol. 46 No. 161: jul./set.2016; 756-782
Cadernos de Pesquisa; v. 46 n. 161: jul./set.2016; 756-782
1980-5314
0100-1574
reponame:Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
instname:Fundação Carlos Chagas (FCC)
instacron:FCC
instname_str Fundação Carlos Chagas (FCC)
instacron_str FCC
institution FCC
reponame_str Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
collection Cadernos de Pesquisa (Fundação Carlos Chagas. Online)
repository.name.fl_str_mv Cadernos de Pesquisa (Fundação Carlos Chagas. Online) - Fundação Carlos Chagas (FCC)
repository.mail.fl_str_mv cadpesq@fcc.org.br||cadpesq@fcc.org.br
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