Democratic management in Rural Education: the organity as a possibility of student’s protagonism
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Data de Publicação: | 2019 |
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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/6139 |
Resumo: | ABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject. |
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Democratic management in Rural Education: the organity as a possibility of student’s protagonismDemocratic management in Rural Education: the organity as a possibility of student’s protagonismGestión democrática en la Educación Rural: la organización como posibilidad de protagonismo de los estudiantesDemocratic management in Rural Education: the organity as a possibility of student’s protagonismGestão democrática na Educação do Campo: a organicidade como possibilidade de protagonismo dos estudantesABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject.ABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject.RESUMEN. El presente trabajo tiene por objetivo reflexionar sobre la gestión democrática en la perspectiva de la Educación Rural y el sentido de la auto organización colectiva como principio educativo en la mediación de la participación y protagonismo de los estudiantes en el intercambio de la gestión en el Curso de Licenciatura en Educación Rural (LECampo) de la Universidad Federal de Minas Gerais, Brasil. La investigación de naturaleza cualitativa, contó con fuentes bibliográficas, documentos, informes y personas y los recursos de la inmersión, acompañamiento, observación, grupo focal y entrevista narrativa. La base teórica dialogó con la "Pedagogía del Movimiento", Educación del Campo y las Pedagogías Socialistas y de la Alternancia. En consecuencia, se describieron y analizaron las estrategias de implementación de la organización de los estudiantes en LECampo como práctica y tema de estudio. Se concluyó que las prácticas de organicidad contribuyen a una ampliación de la participación de los estudiantes en la gestión del curso. Sin embargo, algunos desafíos demandaron mayor atención, entre otros, la discusión sobre la concepción de liderazgo, consolidación de la organicidad como práctica curricular y autogestión por los propios estudiantes, para identificarse como un sujeto colectivo. ABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject.O presente trabalho tem por objetivo refletir sobre a gestão democrática na perspectiva da Educação do Campo e sobre o sentido da auto-organização coletiva como princípio educativo na mediação da participação e protagonismo dos estudantes no compartilhamento da gestão no Curso de Licenciatura em Educação do Campo (LECampo) da Universidade Federal de Minas Gerais. A pesquisa de natureza qualitativa contou com fontes bibliográficas, documentos, relatórios e pessoas. Como recursos da imersão, acompanhamento, observação, grupo focal e entrevista narrativa. A base teórica dialogou com a “Pedagogia do Movimento”, Educação do Campo e as Pedagogias Socialistas e da Alternância. Na sequência, foram descritas e analisadas as estratégias de implementação da organicidade dos estudantes no LECampo como prática e tema de estudo. Concluiu-se que as práticas de organicidade contribuem para uma ampliação da participação dos estudantes na gestão do curso. Contudo, alguns desafios demandaram maior atenção, entre outros, a discussão sobre a concepção de liderança, consolidação da organicidade como prática curricular e autogestão pelos próprios estudantes, para se identificarem como um sujeito coletivo. Palavras-chave: Organicidade, Protagonismo dos sujeitos, Gestão democrática, Pedagogia da organização coletiva. Democratic management in Rural Education: the organity as a possibility of student’s protagonism ABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject. Keywords: Organicity, Subject’s Protagonism, Democratic Management, Pedagogy of Collective Organization. Gestión democrática en la Educación Rural: la organización como posibilidad de protagonismo de los estudiantes RESUMEN. El presente trabajo tiene por objetivo reflexionar sobre la gestión democrática en la perspectiva de la Educación Rural y el sentido de la auto organización colectiva como principio educativo en la mediación de la participación y protagonismo de los estudiantes en el intercambio de la gestión en el Curso de Licenciatura en Educación Rural (LECampo) de la Universidad Federal de Minas Gerais, Brasil. La investigación de naturaleza cualitativa, contó con fuentes bibliográficas, documentos, informes y personas y los recursos de la inmersión, acompañamiento, observación, grupo focal y entrevista narrativa. La base teórica dialogó con la "Pedagogía del Movimiento", Educación del Campo y las Pedagogías Socialistas y de la Alternancia. En consecuencia, se describieron y analizaron las estrategias de implementación de la organización de los estudiantes en LECampo como práctica y tema de estudio. Se concluyó que las prácticas de organicidad contribuyen a una ampliación de la participación de los estudiantes en la gestión del curso. Sin embargo, algunos desafíos demandaron mayor atención, entre otros, la discusión sobre la concepción de liderazgo, consolidación de la organicidad como práctica curricular y autogestión por los propios estudiantes, para identificarse como un sujeto colectivo. Palabras clave: Auto-Organización, Protagonismo de los Sujetos, Gestión Democrática, Pedagogía de la Organización Colectiva.Universidade Federal do Tocantins2019-09-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/613910.20873/uft.rbec.v4e6139Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6139Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e61392525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6139/15728https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6139/15729Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessBegnami, João BatistaAntunes-Rocha, Maria Isabel2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/6139Revistahttps://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:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism Democratic management in Rural Education: the organity as a possibility of student’s protagonism Gestión democrática en la Educación Rural: la organización como posibilidad de protagonismo de los estudiantes Democratic management in Rural Education: the organity as a possibility of student’s protagonism Gestão democrática na Educação do Campo: a organicidade como possibilidade de protagonismo dos estudantes |
title |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
spellingShingle |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism Begnami, João Batista |
title_short |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
title_full |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
title_fullStr |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
title_full_unstemmed |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
title_sort |
Democratic management in Rural Education: the organity as a possibility of student’s protagonism |
author |
Begnami, João Batista |
author_facet |
Begnami, João Batista Antunes-Rocha, Maria Isabel |
author_role |
author |
author2 |
Antunes-Rocha, Maria Isabel |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Begnami, João Batista Antunes-Rocha, Maria Isabel |
description |
ABSTRACT. This work aims to reflect on the democratic management in the Rural Education perspective and on the meaning of collective self-organization as an educational principle in the mediation of participation and student’s protagonism in the sharing of management in the Course of Degree in Rural Education (LECampo) of the Federal University of Minas Gerais. The qualitative research relied on bibliographical sources, documents, reports and people. As resources of immersion, follow-up, observation, focus group and narrative interview. The theoretical basis spoke with the “Pedagogy of the Movement”, Rural Education and the Socialist and Pedagogy of Alternation. Following, described and analyzed the strategies of implementation of the students' organicity in the LECampo as practice and subject of study. It concluded that the organicity practices contribute to an increase of the participation of the students in the management of the course. However, some challenges demanded more attention, among others, the discussion about the conception of leadership, consolidation of the organicity as curricular practice and self-management by the students themselves, more than identify themselves as a collective subject. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-09-02 |
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/6139 10.20873/uft.rbec.v4e6139 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6139 |
identifier_str_mv |
10.20873/uft.rbec.v4e6139 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6139/15728 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6139/15729 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Brasileira de Educação do Campo |
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. 4 (2019): Publicação Contínua / Continuous Publication; e6139 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139 Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6139 Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e6139 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) |
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