The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO

Detalhes bibliográficos
Autor(a) principal: Lopes de Melo, Nara
Data de Publicação: 2022
Outros Autores: Castagna Molina, Mônica
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/14400
Resumo: ABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.
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spelling The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TOThe alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TOLa Pedagogía de la Alternancia y el desarrollo territorial en la Comunidad Quilombola de Mumbuca atendida por el LedoC de Tocantinópolis – TOThe alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TOA Pedagogia da Alternância e o desenvolvimento territorial na Comunidade Quilombola Mumbuca atendida pela LEdoC de Tocantinópolis – TOABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.ABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.RESUMEN. Este artículo presenta un extracto de la fundamentación teórica inicial de una investigación que analiza cómo la Pedagogía de la Alternancia, propuesta por LEdoC/TOC, contribuye al fortalecimiento territorial y afirmación de la identidad quilombola en la Comunidad Mumbuca. La base teórica y metodológica es el Materialismo Histórico-Dialéctico, en las categorías: historicidad, totalidad, contradicción y mediación. La discusión sobre territorio y desarrollo territorial se realiza a partir de autores que desarrollaron y afinaron este debate, como Raffestin (1993) y Saquet (2017), y que pretende construir el concepto de territorio desde la perspectiva social y como producto de contextos históricos. Para entender y construir sobre la Educación Rural y LEdoC, Caldart (2010, 2011), Kolling, Nery y Molina (1999), Molina y Hage (2015, 2016), Molina y Jesus (2004) Molina y Sá (2004) son 2011), Pereira (2019), C. A. Santos (2009), entre otros. La Pedagogía de la Alternancia es abordada por Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), entre otros. Vale la pena señalar que los resultados demuestran que LEdoC/TOC, como intención curricular, contribuye significativamente a la formación de la identidad del sujeto, así como la pertenencia al territorio y la cultura quilombola.ABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.O presente artigo apresenta um recorte da fundamentação teórica inicial de uma pesquisa que analisa como a Pedagogia da Alternância, proposta pela LEdoC/TOC, contribui para o fortalecimento territorial e a afirmação da identidade quilombola na Comunidade Mumbuca. A base de fundamentação teórica e metodológica é o materialismo histórico-dialético, nas categorias: historicidade, totalidade, contradição e mediação. A discussão sobre território e desenvolvimento territorial é realizada a partir de autores que desenvolveram e refinaram esse debate, como Raffestin (1993) e Saquet (2017), que constroem o conceito de território na perspectiva social e como produto de contextos históricos. Para compreensão e construção a respeito da Educação do Campo e LEdoC, usa-se Caldart (2010, 2011), Kolling, Nery e Molina (1999), Molina e Hage (2015, 2016), Molina e Jesus (2004), Molina e Sá (2011), Pereira (2019), C. A. Santos (2009), entre outros. A Pedagogia da Alternância é abordada por Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), entre outros. Deve-se salientar que os resultados demonstram que a LEdoC/TOC, como intencionalidade do currículo, contribui, de forma significativa, para a formação de identidade do sujeito, como também, o pertencimento ao território e a cultura quilombola. Palavras-chave: educação do campo, pedagogia da alternância, LEdoC, desenvolvimento territorial.   The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO ABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture. Keywords: rural education, alternance training, LEdoC, territorial development. La Pedagogía de la Alternancia y el desarrollo territorial en la Comunidad Quilombola de Mumbuca atendida por el LedoC de Tocantinópolis – TO      RESUMEN. Este artículo presenta un extracto de la fundamentación teórica inicial de una investigación que analiza cómo la Pedagogía de la Alternancia, propuesta por LEdoC/TOC, contribuye al fortalecimiento territorial y afirmación de la identidad quilombola en la Comunidad Mumbuca. La base teórica y metodológica es el Materialismo Histórico-Dialéctico, en las categorías: historicidad, totalidad, contradicción y mediación. La discusión sobre territorio y desarrollo territorial se realiza a partir de autores que desarrollaron y afinaron este debate, como Raffestin (1993) y Saquet (2017), y que pretende construir el concepto de territorio desde la perspectiva social y como producto de contextos históricos. Para entender y construir sobre la Educación Rural y LEdoC, Caldart (2010, 2011), Kolling, Nery y Molina (1999), Molina y Hage (2015, 2016), Molina y Jesus (2004) Molina y Sá (2004) son 2011), Pereira (2019), C. A. Santos (2009), entre otros. La Pedagogía de la Alternancia es abordada por Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), entre otros. Vale la pena señalar que los resultados demuestran que LEdoC/TOC, como intención curricular, contribuye significativamente a la formación de la identidad del sujeto, así como la pertenencia al territorio y la cultura quilombola. Palabras clave: educación de campo, pedagogía de la alternancia, LEdoC, desarrollo territorial.Universidade Federal do Tocantins2022-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1440010.20873/uft.rbec.e14400Brazilian Journal of Rural Education; Bd. 7 (2022): Publicação Contínua / Continuous Publication; e14400Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400Revista Brasileña de Educación Rural; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400Revista Brasileira de Educação do Campo; v. 7 (2022): Publicação Contínua / Continuous Publication; e144002525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14400/20719https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14400/20873Copyright (c) 2022 Nara Lopes de Melo, Mônica Castagna Molinahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessLopes de Melo, NaraCastagna Molina, Mônica2023-01-05T10:55:03Zoai:ojs.revista.uft.edu.br:article/14400Revistahttps://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:2023-01-05T10:55:03Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
La Pedagogía de la Alternancia y el desarrollo territorial en la Comunidad Quilombola de Mumbuca atendida por el LedoC de Tocantinópolis – TO
The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
A Pedagogia da Alternância e o desenvolvimento territorial na Comunidade Quilombola Mumbuca atendida pela LEdoC de Tocantinópolis – TO
title The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
spellingShingle The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
Lopes de Melo, Nara
title_short The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
title_full The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
title_fullStr The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
title_full_unstemmed The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
title_sort The alternance pedagogy and the territorial development in the Quilombola Community Mumbuca served by the LEdoC of Tocantinópolis – TO
author Lopes de Melo, Nara
author_facet Lopes de Melo, Nara
Castagna Molina, Mônica
author_role author
author2 Castagna Molina, Mônica
author2_role author
dc.contributor.author.fl_str_mv Lopes de Melo, Nara
Castagna Molina, Mônica
description ABSTRACT. This article presents an excerpt of the initial theoretical foundation of a research that analyzes how the Pedagogy of Alternation, proposed by the LEdoC/TOC, contributes to the territorial strengthening and affirmation of the quilombola identity in the Mumbuca Community, from the participation of part of its members in the course. The theoretical and methodological basis is Historical-Dialectical Materialism, in the categories: historicity, totality, contradiction and mediation. The discussion on territory and territorial development is based on authors who developed and refined this debate, such as Raffestin (1993) and Saquet (2017), which aims to construct the concept of territory in the social perspective and as a product of historical contexts. To understand on Rural Education and LEdoC were used Caldart (2010, 2011), Kolling, Nery and Molina (1999), Molina and Hage (2015, 2016), Molina and Jesus (2004), Molina and Sá (2011), Pereira (2019), C. A. Santos (2009), among others. The Pedagogy of Alternation is addressed by Begnami (2006, 2019), Gimonet (2007), Nosella (2014, 2020), Queiroz (2004), S. P. Santos (2012), among others. It should be noted that the results demonstrate that LEdoC/TOC, as a curriculum intention, contributes significantly to the formation of the subject’s identity, as well as belonging to the territory and the quilombola culture.
publishDate 2022
dc.date.none.fl_str_mv 2022-12-19
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14400
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14400
identifier_str_mv 10.20873/uft.rbec.e14400
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/14400/20719
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14400/20873
dc.rights.driver.fl_str_mv Copyright (c) 2022 Nara Lopes de Melo, Mônica Castagna Molina
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Nara Lopes de Melo, 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. 7 (2022): Publicação Contínua / Continuous Publication; e14400
Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400
Revista Brasileña de Educación Rural; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400
Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e14400
Revista Brasileira de Educação do Campo; v. 7 (2022): Publicação Contínua / Continuous Publication; e14400
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
collection Revista Brasileira de Educação do Campo
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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