The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks

Detalhes bibliográficos
Autor(a) principal: Lucena, Maria Lucimar Matos de
Data de Publicação: 2023
Outros Autores: Molina, Mônica Castagna
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364
Resumo: ABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.
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spelling The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworksThe construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworksLa construcción de la Educación del Campo como política pública para la rede de enseñanza en el Distrito Federal: de las hipótesis teóricas y metodológicos a los apuntes normativosThe construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworksA construção da Educação do Campo como política pública para a rede de ensino no Distrito Federal: dos pressupostos teóricos e metodológicos aos marcos normativosABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.ABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.   Keywords: countryside school, (rural area schools) countryside/rural education, pedagogical guidelines, EdoC normative framework.  RESUMEN. El presente artículo se constituye de partes de la investigación de maestría que analiza el modo como las Escuelas del Campo de tiempo integral del Distrito Federal implementan las Directrices Pedagógicas de la Educación Básica del Campo para la Red Pública de Enseñanza del DF. En un abordaje cualitativo, la referida investigación tuvo con base epistemológica el materialismo histórico dialéctico. El recorte de estudio que compone el presente texto está basado en la investigación documental de las directrices y normativas de la Educación de Campo del Distrito Federal, con el objetivo de apuntar los caminos teóricos, metodológicos normativos de la Educación del Campo. La fundamentación teórica se ancla en las ideas de pensadores como Arroyo (2007, 2012), Arroyo, Caldart y Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli y Caldart (2002) y Molina y Sá (2012). Los resultados apuntan en el sentido de un avanzo en la construcción de política de Educación del Campo en el Distrito Federal, en lo que se relaciona a los instrumentos políticos normativos como elementos de base política para la materialización del derecho a la educación de los pueblos del campo en sus territorios. ABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.O presente artigo se constitui de parte da pesquisa de mestrado que analisa como as Escolas do Campo de tempo integral do Distrito Federal implementam as Diretrizes Pedagógicas da Educação Básica do Campo para a Rede Pública de Ensino do Distrito Federal. De cunho qualitativo, a referida pesquisa teve como base epistemológica o materialismo histórico-dialético. O recorte do estudo que compõe o presente texto está embasado na pesquisa documental das diretrizes e normativas da Educação do Campo no DF, visando traçar os caminhos teóricos, metodológicos e normativos dessa modalidade de ensino. A fundamentação teórica se ancora nas ideias de pensadores como Arroyo (2007, 2012), Arroyo, Caldart e Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli e Caldart (2002) e Molina e Sá (2012). Os resultados apontaram para um avanço na construção da política de Educação do Campo no DF, tratando-se dos instrumentos normativos como elementos de base política para a materialização do direito à educação dos povos do campo em seus territórios. Palavras-chave: escola do campo, educação do campo, diretrizes pedagógicas, marcos normativos da EdoC.   The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks ABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories. Keywords: countryside school, (rural area schools) countryside/rural education, pedagogical guidelines, EdoC normative framework.   La construcción de la Educación del Campo como política pública para la rede de enseñanza en el Distrito Federal: de las hipótesis teóricas y metodológicos a los apuntes normativos      RESUMEN. El presente artículo se constituye de partes de la investigación de maestría que analiza el modo como las Escuelas del Campo de tiempo integral del Distrito Federal implementan las Directrices Pedagógicas de la Educación Básica del Campo para la Red Pública de Enseñanza del DF. En un abordaje cualitativo, la referida investigación tuvo con base epistemológica el materialismo histórico dialéctico. El recorte de estudio que compone el presente texto está basado en la investigación documental de las directrices y normativas de la Educación de Campo del Distrito Federal, con el objetivo de apuntar los caminos teóricos, metodológicos normativos de la Educación del Campo. La fundamentación teórica se ancla en las ideas de pensadores como Arroyo (2007, 2012), Arroyo, Caldart y Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli y Caldart (2002) y Molina y Sá (2012). Los resultados apuntan en el sentido de un avanzo en la construcción de política de Educación del Campo en el Distrito Federal, en lo que se relaciona a los instrumentos políticos normativos como elementos de base política para la materialización del derecho a la educación de los pueblos del campo en sus territorios.  Palabras clave: escuela del campo, educación del campo, directrices pedagógicas, marcos normativos de la Edoc.Universidade Federal do Tocantins2023-12-16info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1636410.20873/uft.rbec.e16364Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e16364Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e163642525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364/21843https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364/21844Copyright (c) 2023 Maria Lucimar Matos de Lucena, Mônica Castagna Molinahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLucena, Maria Lucimar Matos deMolina, Mônica Castagna2024-03-25T18:07:56Zoai:ojs.revista.uft.edu.br:article/16364Revistahttps://sistemas.uft.edu.br/periodicos/index.php/campoPUBhttps://sistemas.uft.edu.br/periodicos/index.php/campo/oaigustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br2525-48632525-4863opendoar:2024-03-25T18:07:56Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
La construcción de la Educación del Campo como política pública para la rede de enseñanza en el Distrito Federal: de las hipótesis teóricas y metodológicos a los apuntes normativos
The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
A construção da Educação do Campo como política pública para a rede de ensino no Distrito Federal: dos pressupostos teóricos e metodológicos aos marcos normativos
title The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
spellingShingle The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
Lucena, Maria Lucimar Matos de
title_short The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
title_full The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
title_fullStr The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
title_full_unstemmed The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
title_sort The construction of Countryside Education as a public policy for the education network in the Federal District: from theoretical and methodological assumptions to normative frameworks
author Lucena, Maria Lucimar Matos de
author_facet Lucena, Maria Lucimar Matos de
Molina, Mônica Castagna
author_role author
author2 Molina, Mônica Castagna
author2_role author
dc.contributor.author.fl_str_mv Lucena, Maria Lucimar Matos de
Molina, Mônica Castagna
description ABSTRACT. This article is part of the master's research that analyzes how the full-time countryside schools in the Federal District implement the pedagogical guidelines of Basic Education of the Field/countryside for the public school system in the Federal District. This qualitative research was epistemologically based on the Dialectical Historical Materialism. The study that makes up the present text is based on the documental research of the Guidelines and norms of Field Education in the Federal District, aiming to trace the theoretical, methodological, and normative paths of Field Education. The theoretical foundation is anchored in the ideas of thinkers such as Arroyo (2007, 2012), Arroyo, Caldart and Molina (2011), Caldart (2012), Freire (2018), Freitas (2013, 2018), Kolling, Cerioli and Caldart (2002) and Molina and Sá (2012). The results point out to an advance in the construction of the policy of Field Education in the DF, when it comes to normative instruments as elements of political basis for the implementation of the right to education of countryside people in their territories.
publishDate 2023
dc.date.none.fl_str_mv 2023-12-16
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364
10.20873/uft.rbec.e16364
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364
identifier_str_mv 10.20873/uft.rbec.e16364
dc.language.iso.fl_str_mv por
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dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364/21843
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/16364/21844
dc.rights.driver.fl_str_mv Copyright (c) 2023 Maria Lucimar Matos de Lucena, Mônica Castagna Molina
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Maria Lucimar Matos de Lucena, Mônica Castagna Molina
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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dc.publisher.none.fl_str_mv Universidade Federal do Tocantins
publisher.none.fl_str_mv Universidade Federal do Tocantins
dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e16364
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e16364
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e16364
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
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instname_str Universidade Federal do Tocantins (UFT)
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reponame_str Revista Brasileira de Educação do Campo
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repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
repository.mail.fl_str_mv gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br
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