Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/14327 |
Resumo: | The present study had to analize the teaching practice of literacy teachers in multisiered classrooms in the early years of elementary school, in the rural area of the municipality of Indaiabira / MG. The provision of basic education in multi-grade rooms in which children of different ages and grades are grouped in the same room under the guidance of a single teacher is still a reality in worldwide. In Brazil, a marked presence in rural areas, this teaching modality has historically been considered, in the social imagination, as a deviation from the standard of the classroom considered ideal, that is, urban and serial, as well as being responsible for the poor school performance of students, being left in the background and discredited, most of the time by the government. There were few public policies designed to improve this reality, making these schools increasingly precarious. The cost benefit has been justified for the closure of these schools. Social movements, mainly the Movement of Landless Rural Workers (MST), tired of neglect, have been fighting a constant struggle, so that the education of rural people is seen as a right. To this end, we seek theoretical support in the studies of Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) among others and we also consult official documents of basic education, the Pedagogical Political Project of rural schools in the municipality, in order to better understand our object of study. The methodology was developed based on a qualitative research with emphasis on a case study in four municipal public schools, located in the rural area of the municipality of Indaiabira / MG. To this end, we conducted interviews with four teachers from multi-grade classes, who also answered a questionnaire, as well as collected and selected both bibliographic and observational data in the field, relevant to the research. We consider that school education offered in rural areas in multi-grade rooms in the schools observed, presents pedagogical and infrastructure problems, aspects that according to the interviewed teachers believe they hinder the development of students. In this sense, our interest in the study of teaching practice in multi-grade rooms arose mainly from the desire to understand how the researched teachers see and deal with multi-grade rooms, and this practice has been built without an initial academic formation and so little continued that contemplate this teaching modality. |
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Oliveira, Elane Rodrigues deMonteiro, Maria Iolandahttp://lattes.cnpq.br/4189205834370563http://lattes.cnpq.br/0637114479666075237b5e5f-bcca-4943-be15-88e372bb20fc2021-06-01T10:54:49Z2021-06-01T10:54:49Z2021-04-13OLIVEIRA, Elane Rodrigues de. Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14327.https://repositorio.ufscar.br/handle/ufscar/14327The present study had to analize the teaching practice of literacy teachers in multisiered classrooms in the early years of elementary school, in the rural area of the municipality of Indaiabira / MG. The provision of basic education in multi-grade rooms in which children of different ages and grades are grouped in the same room under the guidance of a single teacher is still a reality in worldwide. In Brazil, a marked presence in rural areas, this teaching modality has historically been considered, in the social imagination, as a deviation from the standard of the classroom considered ideal, that is, urban and serial, as well as being responsible for the poor school performance of students, being left in the background and discredited, most of the time by the government. There were few public policies designed to improve this reality, making these schools increasingly precarious. The cost benefit has been justified for the closure of these schools. Social movements, mainly the Movement of Landless Rural Workers (MST), tired of neglect, have been fighting a constant struggle, so that the education of rural people is seen as a right. To this end, we seek theoretical support in the studies of Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) among others and we also consult official documents of basic education, the Pedagogical Political Project of rural schools in the municipality, in order to better understand our object of study. The methodology was developed based on a qualitative research with emphasis on a case study in four municipal public schools, located in the rural area of the municipality of Indaiabira / MG. To this end, we conducted interviews with four teachers from multi-grade classes, who also answered a questionnaire, as well as collected and selected both bibliographic and observational data in the field, relevant to the research. We consider that school education offered in rural areas in multi-grade rooms in the schools observed, presents pedagogical and infrastructure problems, aspects that according to the interviewed teachers believe they hinder the development of students. In this sense, our interest in the study of teaching practice in multi-grade rooms arose mainly from the desire to understand how the researched teachers see and deal with multi-grade rooms, and this practice has been built without an initial academic formation and so little continued that contemplate this teaching modality.O presente estudo teve como objetivo geral analisar a prática docente de professoras alfabetizadoras, em salas multisseriadas, dos anos iniciais do ensino fundamental, no meio rural do município de Indaiabira/MG. A oferta da educação básica em salas multisseriadas em que crianças de diferentes idades e séries são agrupadas numa mesma sala sob a regência de um único professor ainda é realidade em todo o mundo. No Brasil, presença marcante no meio rural, esta modalidade de ensino tem sido historicamente considerada, no imaginário social, como um desvio do padrão da sala de aula considerada ideal, isto é, urbana e seriada, bem como é responsabilizada pelo baixo desempenho escolar dos estudantes, sendo deixada em segundo plano e desacreditada, na maioria das vezes, pelo poder público. Poucas foram às políticas públicas elaboradas na perspectiva de melhoria dessa realidade, tornando essas escolas cada vez mais precárias. O custo benefício tem sido justificado para o fechamento destas escolas. Os movimentos sociais, principalmente o Movimento dos Trabalhadores Rurais Sem Terra (MST), cansados do descaso, vêm travando uma luta constante, para que a educação dos povos do campo passe a ser vista como um direito. Para tal, buscamos embasamento teórico nos estudos de Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) dentre outros e consultamos, ainda, documentos oficiais da educação básica, o Projeto Político Pedagógico das escolas do campo do município, a fim de melhor compreender nosso objeto de estudo. A metodologia foi desenvolvida com base em uma pesquisa qualitativa com ênfase em um estudo de caso em quatro escolas públicas municipais, localizadas na zona rural do município de Indaiabira/MG. Para tanto, realizamos entrevistas com quatro professoras de classes multisseriadas, as quais também responderam a um questionário, bem como coletamos e selecionamos dados, tanto bibliográficos, quanto observacionais no campo, sendo esses pertinentes à pesquisa. Consideramos que a educação escolar, ofertada no meio rural em salas multisseriadas nas escolas observadas, apresenta problemas pedagógicos e de infraestrutura, aspectos que, de acordo com as professoras entrevistadas, acreditam dificultar o desenvolvimento dos alunos. Nessa direção, nosso interesse pelo estudo da prática docente em salas multisseriadas surgiu, principalmente, do anseio de compreender como as professoras pesquisadas enxergam e lidam com as salas multisseriadas, sendo que esta prática vem sendo construída sem uma formação acadêmica inicial e tão pouco continuada que contemple esta modalidade de ensino.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)CAPES: Código de Financiamento 001porUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação em Educação - PPGEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessSalas multisseriadasEscolas ruraisPrática docentePolíticas públicasMultiseriate roomsRural schoolsTeaching practicePublic policyCIENCIAS HUMANASEducação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MGEducation in rural aereas:the practice of literacy teachers in multiserial classes in the municipality of Indaiabira- MGinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis600600fe64cd1d-3dfe-4541-8863-32df4bcd8a60reponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDissertação Elane F.pdfDissertação Elane F.pdfTexto dissertação de mestrado.application/pdf2682977https://repositorio.ufscar.br/bitstream/ufscar/14327/1/Disserta%c3%a7%c3%a3o%20Elane%20F.pdf011f6a681462929e8499be4cf871caa7MD51carta comprovante orientador.pdfcarta comprovante orientador.pdfCarta comprovante assinada pela orientadoraapplication/pdf109230https://repositorio.ufscar.br/bitstream/ufscar/14327/2/carta%20%20comprovante%20orientador.pdfaa99b0c873bea9643ad97d138346daf5MD52CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/14327/3/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD53TEXTDissertação Elane F.pdf.txtDissertação Elane F.pdf.txtExtracted texttext/plain468426https://repositorio.ufscar.br/bitstream/ufscar/14327/4/Disserta%c3%a7%c3%a3o%20Elane%20F.pdf.txtcc424999249ebad724378a35d78fdeddMD54carta comprovante orientador.pdf.txtcarta comprovante orientador.pdf.txtExtracted texttext/plain1289https://repositorio.ufscar.br/bitstream/ufscar/14327/6/carta%20%20comprovante%20orientador.pdf.txtef2951a8643256bf475c95bee09ff006MD56THUMBNAILDissertação Elane F.pdf.jpgDissertação Elane F.pdf.jpgIM Thumbnailimage/jpeg5882https://repositorio.ufscar.br/bitstream/ufscar/14327/5/Disserta%c3%a7%c3%a3o%20Elane%20F.pdf.jpg68f4ca685a0c4fdf86881662d568b0b9MD55carta comprovante orientador.pdf.jpgcarta comprovante orientador.pdf.jpgIM Thumbnailimage/jpeg13417https://repositorio.ufscar.br/bitstream/ufscar/14327/7/carta%20%20comprovante%20orientador.pdf.jpg8b417723de387e94e36199e777e96dffMD57ufscar/143272023-09-18 18:32:11.329oai:repositorio.ufscar.br:ufscar/14327Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:11Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
dc.title.alternative.eng.fl_str_mv |
Education in rural aereas:the practice of literacy teachers in multiserial classes in the municipality of Indaiabira- MG |
title |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
spellingShingle |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG Oliveira, Elane Rodrigues de Salas multisseriadas Escolas rurais Prática docente Políticas públicas Multiseriate rooms Rural schools Teaching practice Public policy CIENCIAS HUMANAS |
title_short |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
title_full |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
title_fullStr |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
title_full_unstemmed |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
title_sort |
Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG |
author |
Oliveira, Elane Rodrigues de |
author_facet |
Oliveira, Elane Rodrigues de |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/0637114479666075 |
dc.contributor.author.fl_str_mv |
Oliveira, Elane Rodrigues de |
dc.contributor.advisor1.fl_str_mv |
Monteiro, Maria Iolanda |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4189205834370563 |
dc.contributor.authorID.fl_str_mv |
237b5e5f-bcca-4943-be15-88e372bb20fc |
contributor_str_mv |
Monteiro, Maria Iolanda |
dc.subject.por.fl_str_mv |
Salas multisseriadas Escolas rurais Prática docente Políticas públicas |
topic |
Salas multisseriadas Escolas rurais Prática docente Políticas públicas Multiseriate rooms Rural schools Teaching practice Public policy CIENCIAS HUMANAS |
dc.subject.eng.fl_str_mv |
Multiseriate rooms Rural schools Teaching practice Public policy |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS |
description |
The present study had to analize the teaching practice of literacy teachers in multisiered classrooms in the early years of elementary school, in the rural area of the municipality of Indaiabira / MG. The provision of basic education in multi-grade rooms in which children of different ages and grades are grouped in the same room under the guidance of a single teacher is still a reality in worldwide. In Brazil, a marked presence in rural areas, this teaching modality has historically been considered, in the social imagination, as a deviation from the standard of the classroom considered ideal, that is, urban and serial, as well as being responsible for the poor school performance of students, being left in the background and discredited, most of the time by the government. There were few public policies designed to improve this reality, making these schools increasingly precarious. The cost benefit has been justified for the closure of these schools. Social movements, mainly the Movement of Landless Rural Workers (MST), tired of neglect, have been fighting a constant struggle, so that the education of rural people is seen as a right. To this end, we seek theoretical support in the studies of Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) among others and we also consult official documents of basic education, the Pedagogical Political Project of rural schools in the municipality, in order to better understand our object of study. The methodology was developed based on a qualitative research with emphasis on a case study in four municipal public schools, located in the rural area of the municipality of Indaiabira / MG. To this end, we conducted interviews with four teachers from multi-grade classes, who also answered a questionnaire, as well as collected and selected both bibliographic and observational data in the field, relevant to the research. We consider that school education offered in rural areas in multi-grade rooms in the schools observed, presents pedagogical and infrastructure problems, aspects that according to the interviewed teachers believe they hinder the development of students. In this sense, our interest in the study of teaching practice in multi-grade rooms arose mainly from the desire to understand how the researched teachers see and deal with multi-grade rooms, and this practice has been built without an initial academic formation and so little continued that contemplate this teaching modality. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-06-01T10:54:49Z |
dc.date.available.fl_str_mv |
2021-06-01T10:54:49Z |
dc.date.issued.fl_str_mv |
2021-04-13 |
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info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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OLIVEIRA, Elane Rodrigues de. Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14327. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/14327 |
identifier_str_mv |
OLIVEIRA, Elane Rodrigues de. Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/14327. |
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https://repositorio.ufscar.br/handle/ufscar/14327 |
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