Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands

Detalhes bibliográficos
Autor(a) principal: Liz, Cristina Pereira Vieira de
Data de Publicação: 2020
Outros Autores: Zwierewicz, Marlene, González Velasco, Juan Miguel
Tipo de documento: Artigo
Idioma: por
spa
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328
Resumo: ABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.
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spelling Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demandsComplexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demandsComplejidad, transdisciplinariedad y ecoformación: en la aproximación de las escuelas rurales a la vida en el campo y a las demandas globalesComplexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demandsComplexidade, transdisciplinaridade e ecoformação: na aproximação das escolas do campo à vida no campo e às demandas globaisABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.ABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.RESUMEN. Las escuelas rurales son instituciones que prioritariamente atienden a estudiantes que residen en áreas rurales. Por esta razón, suscitan prácticas pedagógicas articuladas a las demandas de los contextos locales, pero que sin embargo no dejan de considerar las demandas globales. Considerando esta necesidad, el propósito de este artículo es analizar las publicaciones brasileñas que discuten, de forma articulada, las escuelas rurales y las prácticas pedagógicas, y que sugieren una aproximación con la complejidad, la transdisciplinariedad y la ecoformación. Por medio de una investigación bibliográfica, centrándose en el enfoque cualitativo, se identificaron siete publicaciones entre 2007 y 2019, inclusive artículos científicos y trabajos finales de grado y posgrado. Se observó que las publicaciones se aproximan de la triada cuando valoran la articulación de las escuelas rurales a la vida campesina, a pesar de que las demandas globales y los tres conceptos están explícita e intencionalmente demarcados solamente en una de las publicaciones.ABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.As escolas do campo são instituições que atendem, prioritariamente, estudantes residentes em áreas rurais. Suscitam, portanto, práticas pedagógicas articuladas às demandas dos contextos locais, sem desconsiderar as demandas globais. Considerando essa necessidade, este artigo teve como propósito analisar publicações brasileiras que discutem, articuladamente, as escolas do campo e as práticas pedagógicas sugerindo uma aproximação com a complexidade, a transdisciplinaridade e a ecoformação. Por meio de uma pesquisa bibliográfica centrada na abordagem qualitativa, identificaram-se sete publicações entre os anos de 2007 e 2019, incluindo artigos científicos e trabalhos de conclusão de curso de graduação e pós-graduação. Observou-se que as publicações se aproximam dessa tríade conceitual quando valorizam a articulação das escolas do campo à vida campesina, apesar de as demandas globais e os três conceitos estarem explícitos e intencionalmente demarcados somente em uma das publicações. Palavras-chave: Escola do Campo, Complexidade, Transdisciplinaridade, Ecoformação.   Complexity, transdisciplinarity and eco-forming in bringing rural schools closer to life in the countryside and global demands                                         ABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications. Keywords: Rural School, Complexity, Transdisciplinarity, Ecoformation.   Complejidad, transdisciplinariedad y ecoformación en la aproximación de las escuelas rurales a la vida en el campo y a las demandas globales RESUMEN. Las escuelas rurales son instituciones que prioritariamente atienden a estudiantes que residen en áreas rurales. Por esta razón, suscitan prácticas pedagógicas articuladas a las demandas de los contextos locales, pero que sin embargo no dejan de considerar las demandas globales. Considerando esta necesidad, el propósito de este artículo es analizar las publicaciones brasileñas que discuten, de forma articulada, las escuelas rurales y las prácticas pedagógicas, y que sugieren una aproximación con la complejidad, la transdisciplinariedad y la ecoformación. Por medio de una investigación bibliográfica, centrándose en el enfoque cualitativo, se identificaron siete publicaciones entre 2007 y 2019, inclusive artículos científicos y trabajos finales de grado y posgrado. Se observó que las publicaciones se aproximan de la triada cuando valoran la articulación de las escuelas rurales a la vida campesina, a pesar de que las demandas globales y los tres conceptos están explícita e intencionalmente demarcados solamente en una de las publicaciones. Palabras clave: Escuela Rural, Complejidad, Transdisciplinariedad, Ecoformación.Universidade Federal do Tocantins2020-08-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/832810.20873/uft.rbec.e8328Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e8328Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e83282525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporspahttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17237https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17238https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17239https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17240Copyright (c) 2020 Cristina Pereira Vieira de Liz, Marlene Zwierewicz, Juan Miguel González Velascoinfo:eu-repo/semantics/openAccessLiz, Cristina Pereira Vieira de Zwierewicz, MarleneGonzález Velasco, Juan Miguel 2020-08-13T18:59:05Zoai:ojs.revista.uft.edu.br:article/8328Revistahttps://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:2020-08-13T18:59:05Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
Complejidad, transdisciplinariedad y ecoformación: en la aproximación de las escuelas rurales a la vida en el campo y a las demandas globales
Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
Complexidade, transdisciplinaridade e ecoformação: na aproximação das escolas do campo à vida no campo e às demandas globais
title Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
spellingShingle Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
Liz, Cristina Pereira Vieira de
title_short Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
title_full Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
title_fullStr Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
title_full_unstemmed Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
title_sort Complexity, transdisciplinarity and eco-forming: in bringing rural schools closer to life in the countryside and global demands
author Liz, Cristina Pereira Vieira de
author_facet Liz, Cristina Pereira Vieira de
Zwierewicz, Marlene
González Velasco, Juan Miguel
author_role author
author2 Zwierewicz, Marlene
González Velasco, Juan Miguel
author2_role author
author
dc.contributor.author.fl_str_mv Liz, Cristina Pereira Vieira de
Zwierewicz, Marlene
González Velasco, Juan Miguel
description ABSTRACT. Rural schools are institutions that primarily serve students residing in rural areas. Therefore, they raise pedagogical practices articulated to the demands of local contexts, without disregarding, however, global demands. Considering these demands, this article aimed to analyze Brazilian publications that discuss rural schools and pedagogical practices articulately and suggest an approach with complexity, transdisciplinarity and ecoformation. Through a bibliographic search centered on the qualitative approach, seven publications were identified between the years 2007 and 2019, including scientific articles and works of conclusion of undergraduate and graduate courses. It was observed that the publications approach the triad when they value the articulation of rural schools to rural life, although the global demands and the three concepts are explicitly and intentionally demarcated only in one of the publications.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-13
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328
identifier_str_mv 10.20873/uft.rbec.e8328
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17238
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17239
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/8328/17240
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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. 5 (2020): Publicação Contínua / Continuous Publication; e8328
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e8328
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e8328
2525-4863
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repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
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