Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)

Detalhes bibliográficos
Autor(a) principal: Manique da Silva, Carlos
Data de Publicação: 2022
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Práxis Educativa (Online)
Texto Completo: https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513
Resumo: The article seeks to analyze the impact that the closure of non-graded schools and the associated concentration measures (construction of graded schools) had on a geographical area of ​​mainland Portugal - Pinhal Interior Sul (PIS), a low-density rural territory -, at the beginning of the 21st century. Mobilizing a set of statistical sources (demographic and educational) and using educational municipal policy papers the goal was to understand whether this process followed social, economic, and pedagogical reasons based on the idea of ​​rural development in an integrated perspective. In the end, what development vision was conveyed? What can be concluded is that nor only the retreat of the rural world didn´t happen (in fact, it has intensified) nor the graded school typology didn’t seem to have increased the pedagogical capacity of schools. Keywords: Portugal. Pinhal Interior Sul. Graded school. Rural school. Educational municipal policy paper.
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spelling Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)Las escuelas en las zonas rurales y las medidas de concentración escolar: el caso de la zona geográfica de Pinhal Interior Sul, Portugal (principios del siglo XXI)Escola em meio rural e medidas de concentração escolar: o caso da zona geográfica do Pinhal Interior Sul, Portugal (início do século XXI)The article seeks to analyze the impact that the closure of non-graded schools and the associated concentration measures (construction of graded schools) had on a geographical area of ​​mainland Portugal - Pinhal Interior Sul (PIS), a low-density rural territory -, at the beginning of the 21st century. Mobilizing a set of statistical sources (demographic and educational) and using educational municipal policy papers the goal was to understand whether this process followed social, economic, and pedagogical reasons based on the idea of ​​rural development in an integrated perspective. In the end, what development vision was conveyed? What can be concluded is that nor only the retreat of the rural world didn´t happen (in fact, it has intensified) nor the graded school typology didn’t seem to have increased the pedagogical capacity of schools. Keywords: Portugal. Pinhal Interior Sul. Graded school. Rural school. Educational municipal policy paper.El artículo pretende analizar el impacto que el cierre de las escuelas unitarias y las medidas de concentración asociadas (construcción de centros escolares) tuvieron en una zona geográfica del Portugal continental -el Pinhal Interior Sul (PIS), un territorio de baja densidad y rural-, a principios del siglo XXI. El objetivo, movilizando un conjunto de fuentes estadísticas (demográficas y educativas) y, también, recurriendo a los mapas educativos de los municipios, era comprender si este proceso obedecía a razones sociales, económicas y pedagógicas basadas en la idea del desarrollo rural en una perspectiva integrada. Básicamente, ¿qué visión del desarrollo se difundió? Lo que concluimos es que no sólo no se invirtió el retroceso del mundo rural (de hecho, se intensificó), sino que la tipología de centro escolar no parece haber aumentado la capacidad pedagógica de las escuelas. Palabras clave: Portugal. Pinhal Interior Sul. Escolas graduadas. Escola rural. Carta educativa.O artigo procura analisar o impacto que o encerramento de escolas unitárias e as medidas de concentração associadas (construção de centros escolares) tiveram numa zona geográfica de Portugal Continental – o Pinhal Interior Sul (PIS), território de baixa densidade e rural –, no início do século XXI. O objetivo, mobilizando um conjunto de fontes estatísticas (demográficas e educacionais) e, também, recorrendo às cartas educativas dos municípios, foi o de perceber se esse processo obedeceu a razões sociais, económicas e pedagógicas fundadas na ideia de desenvolvimento rural numa perspetiva integrada. No fundo, que visão de desenvolvimento foi difundida? Aquilo que se conclui é que não só não se inverteu o recuo do mundo rural (intensificou-se, aliás) como a tipologia centro escolar parece não ter aumentado a capacidade pedagógica das escolas. Palavras-chave: Portugal. Pinhal Interior Sul. Centro escolar. Escola rural. Carta educativa.Universidade Estadual de Ponta Grossa2022-01-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdftext/xmlhttps://revistas.uepg.br/index.php/praxiseducativa/article/view/1851310.5212/PraxEduc.v.17.18513.004Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-211809-43091809-4031reponame:Práxis Educativa (Online)instname:Universidade Estadual de Ponta Grossa (UEPG)instacron:UEPGporenghttps://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209215517https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209216277https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209216381Copyright (c) 2021 Práxis Educativahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessManique da Silva, Carlos2023-01-27T16:32:10Zoai:uepg.br:article/18513Revistahttp://www.revistas2.uepg.br/index.php/praxiseducativaPUBhttps://revistas2.uepg.br/index.php/praxiseducativa/oaipraxiseducativa@uepg.br||praxiseducativa@uepg.br1809-43091809-4031opendoar:2023-01-27T16:32:10Práxis Educativa (Online) - Universidade Estadual de Ponta Grossa (UEPG)false
dc.title.none.fl_str_mv Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
Las escuelas en las zonas rurales y las medidas de concentración escolar: el caso de la zona geográfica de Pinhal Interior Sul, Portugal (principios del siglo XXI)
Escola em meio rural e medidas de concentração escolar: o caso da zona geográfica do Pinhal Interior Sul, Portugal (início do século XXI)
title Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
spellingShingle Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
Manique da Silva, Carlos
title_short Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
title_full Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
title_fullStr Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
title_full_unstemmed Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
title_sort Schools in rural areas and school concentration measures: the case of the geographical area of Pinhal Interior Sul, Portugal (early 21st century)
author Manique da Silva, Carlos
author_facet Manique da Silva, Carlos
author_role author
dc.contributor.author.fl_str_mv Manique da Silva, Carlos
description The article seeks to analyze the impact that the closure of non-graded schools and the associated concentration measures (construction of graded schools) had on a geographical area of ​​mainland Portugal - Pinhal Interior Sul (PIS), a low-density rural territory -, at the beginning of the 21st century. Mobilizing a set of statistical sources (demographic and educational) and using educational municipal policy papers the goal was to understand whether this process followed social, economic, and pedagogical reasons based on the idea of ​​rural development in an integrated perspective. In the end, what development vision was conveyed? What can be concluded is that nor only the retreat of the rural world didn´t happen (in fact, it has intensified) nor the graded school typology didn’t seem to have increased the pedagogical capacity of schools. Keywords: Portugal. Pinhal Interior Sul. Graded school. Rural school. Educational municipal policy paper.
publishDate 2022
dc.date.none.fl_str_mv 2022-01-01
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dc.identifier.uri.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513
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url https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513
identifier_str_mv 10.5212/PraxEduc.v.17.18513.004
dc.language.iso.fl_str_mv por
eng
language por
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dc.relation.none.fl_str_mv https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209215517
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209216277
https://revistas.uepg.br/index.php/praxiseducativa/article/view/18513/209209216381
dc.rights.driver.fl_str_mv Copyright (c) 2021 Práxis Educativa
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rights_invalid_str_mv Copyright (c) 2021 Práxis Educativa
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eu_rights_str_mv openAccess
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dc.publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
publisher.none.fl_str_mv Universidade Estadual de Ponta Grossa
dc.source.none.fl_str_mv Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21
Práxis Educativa; Vol. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21
Práxis Educativa; V. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21
Práxis Educativa; v. 17 (2022): Dossiê: Relações étnico-raciais: práticas e reflexões pedagógicas em contextos, espaços e tempos; 1-21
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