Educação do campo e práxis educativa : realidade, contradições e possibilidades
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFMT |
Texto Completo: | http://ri.ufmt.br/handle/1/2950 |
Resumo: | Recent discussions within the scope of schooling of the peasant population have presented as kernel the concern with the pedagogical practices developed inside the educational institutions. As social institutions and spaces where formal educations occur, rural schools need to guarantee by means of the praxis an education that stimulates ethical, democratic attitudes, mainly favors the integral education and emancipation of the subjects of which they participate. The praxis then becomes an essential condition of the educational practice since it constitutes itself as a human activity transformative of the nature and the world. In this regard, the current research has as main objective analyzing the educational praxis of teachers of two rural schools, seeking to identify and problematize the relations and the contradictions existing between the pedagogical actions and the theoretical conceptions that substantiate the Rural Education and from the awakened contradictions raise possibilities for the development of a coherent praxis with the principles of this modality of education. The investigation has as loci two rural public schools, one of municipal sphere and the other of state, located in the community of Ouro Branco do Sul, city of Itiquira and are participating in the research five teachers of the primary education teaching in both schools. To theoretically subsidize the comprehension and the discussion about the educational praxis articulated to the intents of the proposal of the Rural Education, we have as main background the writings of Freire (2008), (2015a), (2015b); Vásquez (2011); Caldart (2004), (2008), (2010), (2011a), 2015a); Arroyo (2007), (2010a), (2011) and Souza (2008), (2012). Methodologically, the research is based on the theoretical assumptions of the qualitative and dialectical approach, drawing on for empirical data collection the analysis the main documents that compound the Rural Education Policy in national and state levels, as well as semi structured interviews recorded in audio e transcribeb. The results reveal that the pedagogical activity developed by the teachers in both rural schools, loci of the research, carry elements that characterize it as praxis, such as: relation between theory and practice, individual and collective reflection about the practice, self-questioning and action planned with clear and defined intents. However, in relation to the praxis aligned with the pedagogical proposal of the Rural Education, diverse contradictory elements are observed, since there is little knowledge by the teachers regarding the theoretical conceptions, laws and guidelines that substantiate this modality of education and although its discourses highlight the recognition of the necessity of appropriateness of the pedagogical proposal of the schools to what is proposed in the LDB and in the Operational Guidelines for the Rural Schools, the organization of its pedagogical practices, and the continuing education occurred in the school space still appeal to a standard of urban centric education. |
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Educação do campo e práxis educativa : realidade, contradições e possibilidadesEducação do campoPráxis educativa e política de educação do campoCNPQ::CIENCIAS HUMANAS::EDUCACAORural educationEducational praxisRural education policyRecent discussions within the scope of schooling of the peasant population have presented as kernel the concern with the pedagogical practices developed inside the educational institutions. As social institutions and spaces where formal educations occur, rural schools need to guarantee by means of the praxis an education that stimulates ethical, democratic attitudes, mainly favors the integral education and emancipation of the subjects of which they participate. The praxis then becomes an essential condition of the educational practice since it constitutes itself as a human activity transformative of the nature and the world. In this regard, the current research has as main objective analyzing the educational praxis of teachers of two rural schools, seeking to identify and problematize the relations and the contradictions existing between the pedagogical actions and the theoretical conceptions that substantiate the Rural Education and from the awakened contradictions raise possibilities for the development of a coherent praxis with the principles of this modality of education. The investigation has as loci two rural public schools, one of municipal sphere and the other of state, located in the community of Ouro Branco do Sul, city of Itiquira and are participating in the research five teachers of the primary education teaching in both schools. To theoretically subsidize the comprehension and the discussion about the educational praxis articulated to the intents of the proposal of the Rural Education, we have as main background the writings of Freire (2008), (2015a), (2015b); Vásquez (2011); Caldart (2004), (2008), (2010), (2011a), 2015a); Arroyo (2007), (2010a), (2011) and Souza (2008), (2012). Methodologically, the research is based on the theoretical assumptions of the qualitative and dialectical approach, drawing on for empirical data collection the analysis the main documents that compound the Rural Education Policy in national and state levels, as well as semi structured interviews recorded in audio e transcribeb. The results reveal that the pedagogical activity developed by the teachers in both rural schools, loci of the research, carry elements that characterize it as praxis, such as: relation between theory and practice, individual and collective reflection about the practice, self-questioning and action planned with clear and defined intents. However, in relation to the praxis aligned with the pedagogical proposal of the Rural Education, diverse contradictory elements are observed, since there is little knowledge by the teachers regarding the theoretical conceptions, laws and guidelines that substantiate this modality of education and although its discourses highlight the recognition of the necessity of appropriateness of the pedagogical proposal of the schools to what is proposed in the LDB and in the Operational Guidelines for the Rural Schools, the organization of its pedagogical practices, and the continuing education occurred in the school space still appeal to a standard of urban centric education.As recentes discussões no âmbito da escolarização das populações camponesas têm apresentado como ponto central, a preocupação com as práticas pedagógicas desenvolvidas no interior das instituições educativas. Enquanto instituições sociais e espaços em que ocorre a educação formal, as escolas do campo precisam garantir por meio da práxis uma educação que estimule atitudes éticas, democráticas e, sobretudo favoreça a formação integral e emancipação dos sujeitos que dela participam. A práxis torna-se, então, uma condição essencial da prática educativa, uma vez que se constitui como atividade humana transformadora da natureza e do mundo. Neste sentido, a presente pesquisa tem como objetivo principal, analisar a práxis educativa dos professores de duas escolas do campo, buscando identificar e problematizar as relações e as contradições existentes entre a ação pedagógica e as concepções teóricas que fundamentam a Educação do Campo e a partir das contradições suscitadas levantar possibilidades para o desenvolvimento de uma práxis coerente com os princípios desta modalidade de educação. A investigação tem como loci duas escolas públicas do campo, uma de esfera municipal e outra estadual, localizadas na comunidade de Ouro Branco do Sul, município de Itiquira e estão participando da pesquisa cinco professores do Ensino Fundamental com atuação em ambas as escolas. Para subsidiar teoricamente a compreensão e a discussão acerca da práxis educativa articulada às intencionalidades da proposta de Educação do Campo tomamos como bases principais os escritos de Freire (2008), (2015a), (2015b); Vásquez (2011); Caldart (2004), (2008), (2010), (2011a), 2015a); Arroyo (2007), (2010a), (2011) e Souza (2008), (2012). Metodologicamente, a pesquisa está fundamentada nos pressupostos teóricos da abordagem qualitativa e da dialética, utilizando-se para recolha dos dados empíricos a análise dos principais documentos que compõe a Política de Educação do Campo em níveis nacional e estadual, além de entrevistas semiestruturadas gravadas em áudio e transcritas. Os resultados revelam que a atividade pedagógica desenvolvida pelos professores nas duas escolas do campo loci da pesquisa, possui elementos que a caracterizam enquanto práxis, tais como: relação entre teoria e prática, reflexão individual e coletiva sobre a prática, autoquestionamento e ação planejada com intencionalidades claras e definidas. Entretanto, no que se refere a práxis alinhada à proposta pedagógica da Educação do Campo, observa-se diversos elementos contraditórios, pois existe pouco conhecimento por parte dos professores sobre as concepções teóricas, leis e diretrizes que fundamentam essa modalidade de educação e apesar de seus discursos evidenciarem o reconhecimento da necessidade de adequação das propostas pedagógicas das escolas ao que está proposto na LDB e nas Diretrizes Operacionais para as Escolas do Campo, a organização de suas práticas pedagógicas, e a formação continuada ocorrida no espaço escolar ainda recorrem a um padrão de educação urbanocêntrica.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Humanas e Sociais (ICHS) – RondonópolisUFMT CUR - RondonopólisPrograma de Pós-Graduação em Educação - RondonópolisGarske, Lindalva Maria Novaeshttp://lattes.cnpq.br/1703129875647473Garske, Lindalva Maria Novaes318.149.721-53http://lattes.cnpq.br/1703129875647473Carvalho, Ademar de Lima138.040.731-15http://lattes.cnpq.br/6926944750460343318.149.721-53Leal, Cátia Regina Assis Almeida430.867.051-91http://lattes.cnpq.br/7671741132701236Cândido, Crisnaiara2021-09-21T18:55:27Z2018-04-202021-09-21T18:55:27Z2018-03-22info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisCÂNDIDO, Crisnaiara. Educação do campo e práxis educativa: realidade, contradições e possibilidades. 2018. 174 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018.http://ri.ufmt.br/handle/1/2950porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2021-09-24T07:04:50Zoai:localhost:1/2950Repositório InstitucionalPUBhttp://ri.ufmt.br/oai/requestjordanbiblio@gmail.comopendoar:2021-09-24T07:04:50Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
title |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
spellingShingle |
Educação do campo e práxis educativa : realidade, contradições e possibilidades Cândido, Crisnaiara Educação do campo Práxis educativa e política de educação do campo CNPQ::CIENCIAS HUMANAS::EDUCACAO Rural education Educational praxis Rural education policy |
title_short |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
title_full |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
title_fullStr |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
title_full_unstemmed |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
title_sort |
Educação do campo e práxis educativa : realidade, contradições e possibilidades |
author |
Cândido, Crisnaiara |
author_facet |
Cândido, Crisnaiara |
author_role |
author |
dc.contributor.none.fl_str_mv |
Garske, Lindalva Maria Novaes http://lattes.cnpq.br/1703129875647473 Garske, Lindalva Maria Novaes 318.149.721-53 http://lattes.cnpq.br/1703129875647473 Carvalho, Ademar de Lima 138.040.731-15 http://lattes.cnpq.br/6926944750460343 318.149.721-53 Leal, Cátia Regina Assis Almeida 430.867.051-91 http://lattes.cnpq.br/7671741132701236 |
dc.contributor.author.fl_str_mv |
Cândido, Crisnaiara |
dc.subject.por.fl_str_mv |
Educação do campo Práxis educativa e política de educação do campo CNPQ::CIENCIAS HUMANAS::EDUCACAO Rural education Educational praxis Rural education policy |
topic |
Educação do campo Práxis educativa e política de educação do campo CNPQ::CIENCIAS HUMANAS::EDUCACAO Rural education Educational praxis Rural education policy |
description |
Recent discussions within the scope of schooling of the peasant population have presented as kernel the concern with the pedagogical practices developed inside the educational institutions. As social institutions and spaces where formal educations occur, rural schools need to guarantee by means of the praxis an education that stimulates ethical, democratic attitudes, mainly favors the integral education and emancipation of the subjects of which they participate. The praxis then becomes an essential condition of the educational practice since it constitutes itself as a human activity transformative of the nature and the world. In this regard, the current research has as main objective analyzing the educational praxis of teachers of two rural schools, seeking to identify and problematize the relations and the contradictions existing between the pedagogical actions and the theoretical conceptions that substantiate the Rural Education and from the awakened contradictions raise possibilities for the development of a coherent praxis with the principles of this modality of education. The investigation has as loci two rural public schools, one of municipal sphere and the other of state, located in the community of Ouro Branco do Sul, city of Itiquira and are participating in the research five teachers of the primary education teaching in both schools. To theoretically subsidize the comprehension and the discussion about the educational praxis articulated to the intents of the proposal of the Rural Education, we have as main background the writings of Freire (2008), (2015a), (2015b); Vásquez (2011); Caldart (2004), (2008), (2010), (2011a), 2015a); Arroyo (2007), (2010a), (2011) and Souza (2008), (2012). Methodologically, the research is based on the theoretical assumptions of the qualitative and dialectical approach, drawing on for empirical data collection the analysis the main documents that compound the Rural Education Policy in national and state levels, as well as semi structured interviews recorded in audio e transcribeb. The results reveal that the pedagogical activity developed by the teachers in both rural schools, loci of the research, carry elements that characterize it as praxis, such as: relation between theory and practice, individual and collective reflection about the practice, self-questioning and action planned with clear and defined intents. However, in relation to the praxis aligned with the pedagogical proposal of the Rural Education, diverse contradictory elements are observed, since there is little knowledge by the teachers regarding the theoretical conceptions, laws and guidelines that substantiate this modality of education and although its discourses highlight the recognition of the necessity of appropriateness of the pedagogical proposal of the schools to what is proposed in the LDB and in the Operational Guidelines for the Rural Schools, the organization of its pedagogical practices, and the continuing education occurred in the school space still appeal to a standard of urban centric education. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-04-20 2018-03-22 2021-09-21T18:55:27Z 2021-09-21T18:55:27Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
CÂNDIDO, Crisnaiara. Educação do campo e práxis educativa: realidade, contradições e possibilidades. 2018. 174 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018. http://ri.ufmt.br/handle/1/2950 |
identifier_str_mv |
CÂNDIDO, Crisnaiara. Educação do campo e práxis educativa: realidade, contradições e possibilidades. 2018. 174 f. Dissertação (Mestrado em Educação) - Universidade Federal de Mato Grosso, Instituto de Ciências Humanas e Sociais, Rondonópolis, 2018. |
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http://ri.ufmt.br/handle/1/2950 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Humanas e Sociais (ICHS) – Rondonópolis UFMT CUR - Rondonopólis Programa de Pós-Graduação em Educação - Rondonópolis |
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Repositório Institucional da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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