Training for “area” of Rural Education
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | , |
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/7058 |
Resumo: | Abstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects. |
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Training for “area” of Rural EducationTraining for “area” of Rural EducationFormación por “área” de profesores de la Educación del CampoTraining for “area” of Rural EducationFormação por “área” de professores da Educação do CampoAbstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects.Abstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects.Resumen: El estudio teórico-reflexivo presenta consideraciones sobre la capacitación por área de conocimiento a la luz de la pedagogía histórico-crítica, dialogando principalmente con Saviani (1999, 2011, 2016), Santos (2013) y Caldart (2011), para cuestionar por qué el Grado en Educación Rural apunta a un modelo de capacitación diferente de los otros títulos implementados en Brasil. La capacitación por área de conocimiento solo se constituirá si está dentro de la perspectiva de la interdisciplinariedad, en la cual los educadores de campo buscan articular el conocimiento científico, superar su fragmentación y, principalmente, tener como referencia y dar centralidad para comprender la realidad del campo y su transformación Se entiende que este tipo de capacitación es una forma de construir y producir conocimiento contrahegemónico, ya que ubica el proceso educativo en un movimiento dinámico e integrado entre más de una disciplina, considerando que la fragmentación conduce a la limitación. y alienación para comprender las realidades. Por lo tanto, vemos la necesidad de avanzar en las discusiones sobre los aspectos estructurantes de los LEdoC, el propósito y la intencionalidad del curso a través de la lucha por la educación de los sujetos campesinos.Abstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects.O estudo teórico-reflexivo apresenta ponderações sobre a formação por área de conhecimento sob à luz da Pedagogia Histórico-Crítica, dialogando principalmente com Saviani (1999, 2011, 2016), Santos (2013) e Caldart (2011), com a finalidade de questionar o porquê da Licenciatura em Educação do Campo almejar um modelo formativo diferente das demais licenciaturas implantadas no Brasil. A formação por área de conhecimento só será constituída se estiver dentro da perspectiva da interdisciplinaridade, na qual os Educadores do Campo buscam articular conhecimentos científicos, superar sua fragmentação e, principalmente, ter como referência e dar centralidade para a compreensão da realidade do Campo e sua transformação. Entende-se que esse tipo de formação é uma forma de construir e produzir conhecimento contra-hegemônico, na medida em que coloca o processo de educação em um movimento dinâmico e integrado entre mais de uma disciplina, tendo em vista que a fragmentação leva a limitação e alienação para se compreender as realidades. Dessa forma, vemos a necessidade de avançarmos em discussões sobre os aspectos estruturantes das LEdoCs, a finalidade e intencionalidade do curso mediante a luta pela educação dos sujeitos campesinos. Palavras-chave: Formação de Professores, Educação do Campo, Pedagogia Histórico-Crítica. Training for “area” of Rural Education Abstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects. Keywords: Teacher Training, Rural Education, Historic Pedagogy. Formación por “área” de profesores de la Educación del Campo Resumen: El estudio teórico-reflexivo presenta consideraciones sobre la capacitación por área de conocimiento a la luz de la pedagogía histórico-crítica, dialogando principalmente con Saviani (1999, 2011, 2016), Santos (2013) y Caldart (2011), para cuestionar por qué el Grado en Educación Rural apunta a un modelo de capacitación diferente de los otros títulos implementados en Brasil. La capacitación por área de conocimiento solo se constituirá si está dentro de la perspectiva de la interdisciplinariedad, en la cual los educadores de campo buscan articular el conocimiento científico, superar su fragmentación y, principalmente, tener como referencia y dar centralidad para comprender la realidad del campo y su transformación Se entiende que este tipo de capacitación es una forma de construir y producir conocimiento contrahegemónico, ya que ubica el proceso educativo en un movimiento dinámico e integrado entre más de una disciplina, considerando que la fragmentación conduce a la limitación. y alienación para comprender las realidades. Por lo tanto, vemos la necesidad de avanzar en las discusiones sobre los aspectos estructurantes de los LEdoC, el propósito y la intencionalidad del curso a través de la lucha por la educación de los sujetos campesinos. Palabras-clave: Formación de Profesores, Educación del Campo, Pedagogía Histórico-Crítica.Universidade Federal do Tocantins2020-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/705810.20873/uft.rbec.e7058Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e7058Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e70582525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058/17818https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058/17819Copyright (c) 2020 Wender Faleiro, Geize Kelle Nunes Ribeiro, Magno Nunes Fariasinfo:eu-repo/semantics/openAccessFaleiro, WenderRibeiro, Geize Kelle NunesFarias, Magno Nunes2020-11-25T21:17:43Zoai:ojs.revista.uft.edu.br:article/7058Revistahttps://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:2020-11-25T21:17:43Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Training for “area” of Rural Education Training for “area” of Rural Education Formación por “área” de profesores de la Educación del Campo Training for “area” of Rural Education Formação por “área” de professores da Educação do Campo |
title |
Training for “area” of Rural Education |
spellingShingle |
Training for “area” of Rural Education Faleiro, Wender |
title_short |
Training for “area” of Rural Education |
title_full |
Training for “area” of Rural Education |
title_fullStr |
Training for “area” of Rural Education |
title_full_unstemmed |
Training for “area” of Rural Education |
title_sort |
Training for “area” of Rural Education |
author |
Faleiro, Wender |
author_facet |
Faleiro, Wender Ribeiro, Geize Kelle Nunes Farias, Magno Nunes |
author_role |
author |
author2 |
Ribeiro, Geize Kelle Nunes Farias, Magno Nunes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Faleiro, Wender Ribeiro, Geize Kelle Nunes Farias, Magno Nunes |
description |
Abstract: The theoretical-reflective study presents considerations on training by area of knowledge in the light of Historical-Critical Pedagogy, dialoguing mainly with Saviani (1999, 2011, 2016), Santos (2013) and Caldart (2011), in order to question why the Degree in Rural Education aims at a training model different from the other degrees implemented in Brazil. Training by area of knowledge will only be constituted if it is within the perspective of interdisciplinarity, in which Field Educators seek to articulate scientific knowledge, overcome its fragmentation and, mainly, have as a reference and give centrality for understanding the reality of the Field and its transformation. It is understood that this type of training is a way to build and produce counter-hegemonic knowledge, as it places the education process in a dynamic and integrated movement between more than one discipline, considering that fragmentation leads to limitation and alienation to understand the realities. Thus, we see the need to move forward in discussions on the structuring aspects of LEdoCs, the purpose and intentionality of the course through the struggle for the education of peasant subjects. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-11-25 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058 10.20873/uft.rbec.e7058 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058 |
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10.20873/uft.rbec.e7058 |
dc.language.iso.fl_str_mv |
por |
language |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058/17818 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7058/17819 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2020 Wender Faleiro, Geize Kelle Nunes Ribeiro, Magno Nunes Farias info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2020 Wender Faleiro, Geize Kelle Nunes Ribeiro, Magno Nunes Farias |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html |
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. 5 (2020): Publicação Contínua / Continuous Publication; e7058 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058 Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058 Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e7058 Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e7058 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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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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