Contributions of the methodology of narrative productions in the degree in rural education.
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFOP |
Texto Completo: | http://www.repositorio.ufop.br/handle/123456789/12717 https://doi.org/10.22294/eduper/ppge/ufv.v10i0.8246 |
Resumo: | The rural education degree courses aim to train teachers to work in the rural schools. They are oriented by alternating formative processes, articulating formation in the university and in the community of the students. Creating strategies to produce knowledge in the articulation between these spaces is one of its challenges. The purpose of this article is to evaluate, from the case study of a student of the Degree in Field Education of the Federal University of Viçosa, if this methodology can favor the articulation between personal experiences and academic knowledge. Three narrative interviews were conducted about her educational experiences in her community, addressing personal trajectory, history and local context. The narratives indicated an approximation to the logic of training by Area of Knowledge; the articulation between experiential elements and their historical contextualization; and the role of subjects in social transformations. |
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Santos, Marcelo Loures dosSilva, Diego Gonzaga Duarte da2020-09-10T18:27:59Z2020-09-10T18:27:59Z2019SANTOS, M. L.; SILVA, D. G. D. Contributions of the methodology of narrative productions in the degree in rural education. Educação em Perspectiva, Viçosa, v. 10, n. e-019029, dez. 2019. Disponível em: <https://periodicos.ufv.br/educacaoemperspectiva/article/view/8246>. Acesso em: 03 jul. 2020.2178-8359http://www.repositorio.ufop.br/handle/123456789/12717https://doi.org/10.22294/eduper/ppge/ufv.v10i0.8246The rural education degree courses aim to train teachers to work in the rural schools. They are oriented by alternating formative processes, articulating formation in the university and in the community of the students. Creating strategies to produce knowledge in the articulation between these spaces is one of its challenges. The purpose of this article is to evaluate, from the case study of a student of the Degree in Field Education of the Federal University of Viçosa, if this methodology can favor the articulation between personal experiences and academic knowledge. Three narrative interviews were conducted about her educational experiences in her community, addressing personal trajectory, history and local context. The narratives indicated an approximation to the logic of training by Area of Knowledge; the articulation between experiential elements and their historical contextualization; and the role of subjects in social transformations.As Licenciaturas em Educação do Campo buscam formar educadores para atuarem nas escolas do campo. São orientadas por processos formativos em alternância, articulando formação na universidade e na comunidade dos educandos. Criar estratégias para a produção de conhecimento na articulação entre estes espaços é um de seus desafios. O objetivo desse artigo é avaliar, a partir do estudo de caso de uma educanda da Licenciatura em Educação do Campo da Universidade Federal de Viçosa, se essa metodologia pode favorecer a articulação entre experiências pessoais e saberes acadêmicos. Foram realizadas três entrevistas narrativas sobre os territórios educativos de sua comunidade, abordando trajetória pessoal, história e contexto local. As narrativas indicaram uma aproximação à lógica da formação por Área de Conhecimento; a articulação entre elementos vivenciais e sua contextualização histórica; e o papel dos sujeitos nas transformações sociais.This work is licensed under a Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/). Fonte: o próprio artigo.info:eu-repo/semantics/openAccessPedagogy of alternatingContributions of the methodology of narrative productions in the degree in rural education.Contribuições da metodologia das produções narrativas na licenciatura em educação do campo.info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articleengreponame:Repositório Institucional da UFOPinstname:Universidade Federal de Ouro Preto (UFOP)instacron:UFOPLICENSElicense.txtlicense.txttext/plain; charset=utf-8924http://www.repositorio.ufop.br/bitstream/123456789/12717/2/license.txt62604f8d955274beb56c80ce1ee5dcaeMD52ORIGINALARTIGO_ContributionsMethodologyNarrative.pdfARTIGO_ContributionsMethodologyNarrative.pdfapplication/pdf208439http://www.repositorio.ufop.br/bitstream/123456789/12717/1/ARTIGO_ContributionsMethodologyNarrative.pdf14e54e6f9753779cc761d18a46b6b33aMD51123456789/127172020-09-10 14:27:59.671oai:localhost: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ório InstitucionalPUBhttp://www.repositorio.ufop.br/oai/requestrepositorio@ufop.edu.bropendoar:32332020-09-10T18:27:59Repositório Institucional da UFOP - Universidade Federal de Ouro Preto (UFOP)false |
dc.title.pt_BR.fl_str_mv |
Contributions of the methodology of narrative productions in the degree in rural education. |
dc.title.alternative.pt_BR.fl_str_mv |
Contribuições da metodologia das produções narrativas na licenciatura em educação do campo. |
title |
Contributions of the methodology of narrative productions in the degree in rural education. |
spellingShingle |
Contributions of the methodology of narrative productions in the degree in rural education. Santos, Marcelo Loures dos Pedagogy of alternating |
title_short |
Contributions of the methodology of narrative productions in the degree in rural education. |
title_full |
Contributions of the methodology of narrative productions in the degree in rural education. |
title_fullStr |
Contributions of the methodology of narrative productions in the degree in rural education. |
title_full_unstemmed |
Contributions of the methodology of narrative productions in the degree in rural education. |
title_sort |
Contributions of the methodology of narrative productions in the degree in rural education. |
author |
Santos, Marcelo Loures dos |
author_facet |
Santos, Marcelo Loures dos Silva, Diego Gonzaga Duarte da |
author_role |
author |
author2 |
Silva, Diego Gonzaga Duarte da |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Santos, Marcelo Loures dos Silva, Diego Gonzaga Duarte da |
dc.subject.por.fl_str_mv |
Pedagogy of alternating |
topic |
Pedagogy of alternating |
description |
The rural education degree courses aim to train teachers to work in the rural schools. They are oriented by alternating formative processes, articulating formation in the university and in the community of the students. Creating strategies to produce knowledge in the articulation between these spaces is one of its challenges. The purpose of this article is to evaluate, from the case study of a student of the Degree in Field Education of the Federal University of Viçosa, if this methodology can favor the articulation between personal experiences and academic knowledge. Three narrative interviews were conducted about her educational experiences in her community, addressing personal trajectory, history and local context. The narratives indicated an approximation to the logic of training by Area of Knowledge; the articulation between experiential elements and their historical contextualization; and the role of subjects in social transformations. |
publishDate |
2019 |
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2019 |
dc.date.accessioned.fl_str_mv |
2020-09-10T18:27:59Z |
dc.date.available.fl_str_mv |
2020-09-10T18:27:59Z |
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info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SANTOS, M. L.; SILVA, D. G. D. Contributions of the methodology of narrative productions in the degree in rural education. Educação em Perspectiva, Viçosa, v. 10, n. e-019029, dez. 2019. Disponível em: <https://periodicos.ufv.br/educacaoemperspectiva/article/view/8246>. Acesso em: 03 jul. 2020. |
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http://www.repositorio.ufop.br/handle/123456789/12717 |
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2178-8359 |
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https://doi.org/10.22294/eduper/ppge/ufv.v10i0.8246 |
identifier_str_mv |
SANTOS, M. L.; SILVA, D. G. D. Contributions of the methodology of narrative productions in the degree in rural education. Educação em Perspectiva, Viçosa, v. 10, n. e-019029, dez. 2019. Disponível em: <https://periodicos.ufv.br/educacaoemperspectiva/article/view/8246>. Acesso em: 03 jul. 2020. 2178-8359 |
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http://www.repositorio.ufop.br/handle/123456789/12717 https://doi.org/10.22294/eduper/ppge/ufv.v10i0.8246 |
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