FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Inter-ação (Goiânia. Online) |
Texto Completo: | https://revistas.ufg.br/interacao/article/view/71498 |
Resumo: | This article aims to analyze the focus of peasant education, from the perspective of valuing historical and sociological knowledge, in order to understand the educational foundations through a dialectical reflection. As a method, a literature review was carried out using databases and scientific journals with prescribed descriptors that pointed to the education of the field, in light of the Bourdieusian concept of subjectivity in line with Freire's works. As a result, it was identified that even based on the Magna Carta, laws, resolutions and decrees, the effective guarantee of an education desired by the country's schools has become a major challenge for those responsible for educational public policies. Therefore, it is considered that the teaching of the countryside lacks trained professionals, whose training allows a critical reflection of the existing labors for this type of education, in addition to direct investments in rural schools, pressured by an exclusionary economic model, which requires greater social and cultural knowledge of the subjects, so that they can minimize the impacts already suffered historically and now during the SARS-Cov-2 pandemic. KEYWORDS: Field Education. Teacher Training. Socio-historical Foundation. |
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FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONSEDUCACIÓN DEL CAMPO: REFLEXIONES SOBRE FUNDAMENTOS HISTÓRICOS Y SOCIOLÓGICOSEDUCAÇÃO DO CAMPO: REFLEXÕES ACERCA DOS FUNDAMENTOS HISTÓRICOS E SOCIOLÓGICOSThis article aims to analyze the focus of peasant education, from the perspective of valuing historical and sociological knowledge, in order to understand the educational foundations through a dialectical reflection. As a method, a literature review was carried out using databases and scientific journals with prescribed descriptors that pointed to the education of the field, in light of the Bourdieusian concept of subjectivity in line with Freire's works. As a result, it was identified that even based on the Magna Carta, laws, resolutions and decrees, the effective guarantee of an education desired by the country's schools has become a major challenge for those responsible for educational public policies. Therefore, it is considered that the teaching of the countryside lacks trained professionals, whose training allows a critical reflection of the existing labors for this type of education, in addition to direct investments in rural schools, pressured by an exclusionary economic model, which requires greater social and cultural knowledge of the subjects, so that they can minimize the impacts already suffered historically and now during the SARS-Cov-2 pandemic. KEYWORDS: Field Education. Teacher Training. Socio-historical Foundation.Este artículo tiene como objetivo analizar el enfoque de la educación campesina, desde la perspectiva de la valoración del conocimiento histórico y sociológico, con el fin de comprender los fundamentos educativos a través de una reflexión dialéctica. Como método, se realizó una revisión de la literatura utilizando bases de datos y revistas científicas con descriptores prescritos que apuntaban a la educación del campo, a la luz del concepto bourdieusiano de subjetividad en línea con los trabajos de Freire. Como resultado, se identificó que incluso con base en la Carta Magna, leyes, resoluciones y decretos, la garantía efectiva de una educación deseada por las escuelas del país se há convertido en un gran desafío para los responsables de las políticas públicas educativas. Por tanto, se considera que la docencia del campo carece de profesionales calificados, cuya formación permita un reflejo crítico de las labores existentes para este tipo de educación, además de inversiones directas en escuelas rurales, presionadas por un modelo económico excluyente, que requiere un mayor conocimiento social y cultural de los sujetos, para que puedan minimizar los impactos ya sufridos históricamente y ahora durante la pandemia SARS-Cov-2. PALABRAS CLAVE: Educación del campo. Formación de Profesores. Fundamento Socio-histórico.O presente artigo objetiva analisar os enfoques da educação campesina a partir da perspectiva de valorização de saberes históricos e sociológicos, no intuito de compreender os fundamentos educacionais por meio de uma reflexão dialética. Como método, realizou-se uma revisão de literatura recorrendo a bancos de dados e revistas científicas com descritores prescritos que apontaram para a educação do campo à luz da concepção de subjetividade bourdieusiana em consonância com as obras freireanas. Como resultado, identificou-se que mesmo fundamentado pela Carta Magna, leis, resoluções e decretos, a garantia efetiva de uma educação almejada pelas escolas do país tornou-se um grande desafio para os responsáveis das políticas públicas educacionais. Portanto, considera-se que o ensino do campo carece de profissionais capacitados, cuja formação possibilite uma reflexão crítica das labutas existentes para essa modalidade de ensino, além de investimentos diretos nas escolas do campo, pressionadas por um modelo econômico excludente, ao qual exige maior conhecimento social e cultural dos sujeitos para que possam minimizar os impactos já sofridos historicamente e agora durante a pandemia do SARS-Cov-2. PALAVRAS-CHAVE: Educação do Campo. Formação Docente. Fundamentação Sócio-histórica.Faculdade de Educação (UFG)2023-01-03info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://revistas.ufg.br/interacao/article/view/7149810.5216/ia.v47i3.71498Journal Inter-Ação; Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions; 1046-1063Revista Inter Ação; Vol. 47 Núm. 3 (2022): Congreso Nacional Popular sobre Educación y la Democratización de las Políticas Educativas: Temas, Procesos y Propuestas.; 1046-1063Revista Inter-Ação; v. 47 n. 3 (2022): Conferência Nacional Popular de Educação e a Democratização das Políticas Educacionais: Sujeitos, Processos E Proposições; 1046-10631981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/71498/39327Copyright (c) 2022 Wagner Feitosa Avelino, Edna Morais Andrade de Almeida, Karla de Magalhães Carvalhoinfo:eu-repo/semantics/openAccessAvelino, Wagner FeitosaAlmeida, Edna Morais Andrade deCarvalho, Karla de Magalhães2023-01-04T02:42:38Zoai:ojs.revistas.ufg.br:article/71498Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:07.271265Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true |
dc.title.none.fl_str_mv |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS EDUCACIÓN DEL CAMPO: REFLEXIONES SOBRE FUNDAMENTOS HISTÓRICOS Y SOCIOLÓGICOS EDUCAÇÃO DO CAMPO: REFLEXÕES ACERCA DOS FUNDAMENTOS HISTÓRICOS E SOCIOLÓGICOS |
title |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
spellingShingle |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS Avelino, Wagner Feitosa |
title_short |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
title_full |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
title_fullStr |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
title_full_unstemmed |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
title_sort |
FIELD EDUCATION: REFLECTIONS ABOUT HISTORICAL AND SOCIOLOGICAL FOUNDATIONS |
author |
Avelino, Wagner Feitosa |
author_facet |
Avelino, Wagner Feitosa Almeida, Edna Morais Andrade de Carvalho, Karla de Magalhães |
author_role |
author |
author2 |
Almeida, Edna Morais Andrade de Carvalho, Karla de Magalhães |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Avelino, Wagner Feitosa Almeida, Edna Morais Andrade de Carvalho, Karla de Magalhães |
description |
This article aims to analyze the focus of peasant education, from the perspective of valuing historical and sociological knowledge, in order to understand the educational foundations through a dialectical reflection. As a method, a literature review was carried out using databases and scientific journals with prescribed descriptors that pointed to the education of the field, in light of the Bourdieusian concept of subjectivity in line with Freire's works. As a result, it was identified that even based on the Magna Carta, laws, resolutions and decrees, the effective guarantee of an education desired by the country's schools has become a major challenge for those responsible for educational public policies. Therefore, it is considered that the teaching of the countryside lacks trained professionals, whose training allows a critical reflection of the existing labors for this type of education, in addition to direct investments in rural schools, pressured by an exclusionary economic model, which requires greater social and cultural knowledge of the subjects, so that they can minimize the impacts already suffered historically and now during the SARS-Cov-2 pandemic. KEYWORDS: Field Education. Teacher Training. Socio-historical Foundation. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-01-03 |
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://revistas.ufg.br/interacao/article/view/71498 10.5216/ia.v47i3.71498 |
url |
https://revistas.ufg.br/interacao/article/view/71498 |
identifier_str_mv |
10.5216/ia.v47i3.71498 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://revistas.ufg.br/interacao/article/view/71498/39327 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
publisher.none.fl_str_mv |
Faculdade de Educação (UFG) |
dc.source.none.fl_str_mv |
Journal Inter-Ação; Vol. 47 No. 3 (2022): Popular National Conference on Education and the Democratization of Educational Policies: Subjects, Processes and Propositions; 1046-1063 Revista Inter Ação; Vol. 47 Núm. 3 (2022): Congreso Nacional Popular sobre Educación y la Democratización de las Políticas Educativas: Temas, Procesos y Propuestas.; 1046-1063 Revista Inter-Ação; v. 47 n. 3 (2022): Conferência Nacional Popular de Educação e a Democratização das Políticas Educacionais: Sujeitos, Processos E Proposições; 1046-1063 1981-8416 reponame:Inter-ação (Goiânia. Online) instname:Universidade Federal de Goiás (UFG) instacron:UFG |
instname_str |
Universidade Federal de Goiás (UFG) |
instacron_str |
UFG |
institution |
UFG |
reponame_str |
Inter-ação (Goiânia. Online) |
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Inter-ação (Goiânia. Online) |
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Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
||revistainteracao@gmail.com |
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