Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG

Detalhes bibliográficos
Autor(a) principal: Molina, Mônica Castagna
Data de Publicação: 2021
Outros Autores: Martins, Maria de Fátima Almeida, Antunes-Rocha, Maria Isabel
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/11856
Resumo: ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective.
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spelling Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMGAlternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMGFormacion en Alternancia en los cursos de Pedagogia en Educación Del Campo desarrollados na UNB e UFMGAlternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMGFormação em Alternância nos cursos de Licenciatura em Educação do Campo desenvolvidos na UnB e na UFMG: articulando universidade, campo e escola numa perspectiva socioterritorial ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective.ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective.RESUMEN. El presente artículo trata de las formas de organización de los tiempos, espacios y contenidos desarrollados en los cursos de Pedagogía en Educación del Campo en la Universidad de Brasilia y Universidad Federal de Minas Gerais. Partiendo de la reflexión que estas experiencias están produciendo procesos formativos que posibilitan el diálogo entre la universidad, la escuela y las comunidades en una perspectiva socio-territorial. Las discusiones propuestas se basan en la experiencia de las autoras en actividades de enseñanza, extensión, investigación y publicaciones en el ámbito de los cursos. Inicialmente se hace la delimitación entre los conceptos de Pedagogía de la Alternancia y Formación en Alternancia. En seguida, se hace la descripción y análisis de los cursos y sus formas de organización de alternancia. En conclusión se registra que esta propuesta formativa posibilita el ejercicio del protagonismo de los sujetos y de los contextos campesinos en la perspectiva de la educación como derecho y como instrumento para viabilizar la articulación entre un proyecto de escuela, de campo y de sociedad en una perspectiva de emancipación.ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective.O artigo trata das formas de organização dos tempos e espaços formativos desenvolvidos nos cursos de Licenciatura em Educação do Campo na Universidade de Brasília e na Universidade Federal de Minas Gerais. Parte-se da reflexão de que essas experiências estão produzindo, numa perspectiva socioterritorial, processos formativos que possibilitam o diálogo entre as universidades, as escolas do campo e as comunidades ao seu redor. As discussões propostas ancoram-se em pesquisas realizadas pelas autoras nos Programas de Pós-Graduação de ambas as instituições, bem como suas experiências em atividades de ensino, extensão e pesquisa nessas Licenciaturas. Inicialmente, busca-se fazer a delimitação entre os conceitos de Pedagogia da Alternância e Formação em Alternância. Em seguida, faz-se a descrição e análise dos cursos e suas respectivas formas de organização da alternância. Para concluir, registra-se que a formação por alternância, conforme a experiência desenvolvida em ambos os cursos, constitui-se uma mediação que possibilita articular universidade, campo e escola como territórios educativos que podem contribuir com a produção e a reprodução da vida numa perspectiva emancipatória. Palavras-chave: educação do campo, formação de educadores, licenciatura em educação do campo, pedagogia da alternância, formação em alternância.   Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective. Keywords: development in alternation, pedagogy of alternation, teacher's undergraduate courses in countryside education, teacher development, countryside education.   Formacion en Alternancia en los cursos de Pedagogia en Educación Del Campo desarrollados na UNB e UFMG RESUMEN. El presente artículo trata de las formas de organización de los tiempos, espacios y contenidos desarrollados en los cursos de Pedagogía en Educación del Campo en la Universidad de Brasilia y Universidad Federal de Minas Gerais. Partiendo de la reflexión que estas experiencias están produciendo procesos formativos que posibilitan el diálogo entre la universidad, la escuela y las comunidades en una perspectiva socio-territorial. Las discusiones propuestas se basan en la experiencia de las autoras en actividades de enseñanza, extensión, investigación y publicaciones en el ámbito de los cursos. Inicialmente se hace la delimitación entre los conceptos de Pedagogía de la Alternancia y Formación en Alternancia. En seguida, se hace la descripción y análisis de los cursos y sus formas de organización de alternancia. En conclusión se registra que esta propuesta formativa posibilita el ejercicio del protagonismo de los sujetos y de los contextos campesinos en la perspectiva de la educación como derecho y como instrumento para viabilizar la articulación entre un proyecto de escuela, de campo y de sociedad en una perspectiva de emancipación. Palabras clave: formación en alternancia, pedagogía de la alternancia, pedagogía en educación del campo, formación de profesores, educación del campo.Universidade Federal do Tocantins2021-05-17info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1185610.20873/uft.rbec.e11856Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e11856Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e118562525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/11856/18662https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/11856/18663Copyright (c) 2021 Mônica Castagna Molina, Maria de Fátima Almeida Martins, Maria Isabel Antunes-Rochainfo:eu-repo/semantics/openAccessMolina, Mônica CastagnaMartins, Maria de Fátima Almeida Antunes-Rocha, Maria Isabel 2021-05-17T18:55:21Zoai:ojs.revista.uft.edu.br:article/11856Revistahttps://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:2021-05-17T18:55:21Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
Formacion en Alternancia en los cursos de Pedagogia en Educación Del Campo desarrollados na UNB e UFMG
Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
Formação em Alternância nos cursos de Licenciatura em Educação do Campo desenvolvidos na UnB e na UFMG: articulando universidade, campo e escola numa perspectiva socioterritorial
title Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
spellingShingle Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
Molina, Mônica Castagna
title_short Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
title_full Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
title_fullStr Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
title_full_unstemmed Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
title_sort Alternating teacher's development in Countryside Education Undergraduate courses at UNB and UFMG
author Molina, Mônica Castagna
author_facet Molina, Mônica Castagna
Martins, Maria de Fátima Almeida
Antunes-Rocha, Maria Isabel
author_role author
author2 Martins, Maria de Fátima Almeida
Antunes-Rocha, Maria Isabel
author2_role author
author
dc.contributor.author.fl_str_mv Molina, Mônica Castagna
Martins, Maria de Fátima Almeida
Antunes-Rocha, Maria Isabel
description ABSTRACT. The article deals with the forms of organization of time, space and content developed in teacher's development courses in Countryside Education at University of Brasília and Federal University of Minas Gerais. It starts with the reflection that these experiences are producing formative processes that enable the dialogue among the university, the school and the communities in a socio-territorial perspective. The proposed discussions are based on the authors' experience in teaching, extension, research and publications activities within the scope of the courses. Initially, the concepts of Alternation Pedagogy and Alternation Development are defined. Then the courses and their forms of alternation organization are described and analyzed. To conclude, it is registered that this formative proposal allows the exercise of the protagonism of the participants and the countryside contexts in the perspective of education as a right and as an instrument to enable the articulation among the school, the countryside and the society projects in an emancipatory perspective.
publishDate 2021
dc.date.none.fl_str_mv 2021-05-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
"Avaliado pelos pares"
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/11856
10.20873/uft.rbec.e11856
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/11856
identifier_str_mv 10.20873/uft.rbec.e11856
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/11856/18662
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/11856/18663
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
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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. 6 (2021): Publicação Contínua / Continuous Publication; e11856
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856
Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e11856
Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e11856
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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institution UFT
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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