Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community

Detalhes bibliográficos
Autor(a) principal: Silva, Isaias
Data de Publicação: 2023
Outros Autores: Felipe da Silva, Janssen
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/14312
Resumo: ABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices.
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spelling Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant communityKnowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant communitySaberes a tratar en la escuela con clases multiseriadas: otras reflexiones desde las expectativas de la comunidad campesinaKnowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant communitySaberes a serem tratados na escola com turmas multisseriadas: reflexões outras a partir das expectativas da comunidade campesinaABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices.ABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices.RESUMEN. Este artículo presenta una interlocución entre la escuela con clases multigrado y el saber campesino. Así, este estudio tiene como objetivo identificar y caracterizar los saberes a tratar en la escuela con clases multigrado a partir de las narrativas de la comunidad campesina. El lente teórico utilizado se basa en los Estudios Postcoloniales. Metodológicamente, este estudio se basa en narrativas realizadas con campesinos residentes de Engenho Galileia, ubicado en el municipio de Vitória de Santo Antão-PE. Los análisis muestran que la comunidad campesina tiene mucho que decir sobre los saberes que pueden/podrían ser parte de las prácticas pedagógicas y curriculares de la escuela con clases multigrados del campo, contribuyendo así a la construcción de una institución en el sesgo decolonial, al reconocer los saberes específicos de la comunidad en sus prácticas pedagógicas.ABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices.Este artigo apresenta uma interlocução entre escola com turmas multisseriadas e saberes campesinos. Assim, esse estudo tem como objetivo identificar e caracterizar os saberes a serem tratados na escola com turmas multisseriadas a partir das narrativas da comunidade campesina. A lente teórica utilizada fundamenta-se nos Estudos Pós-Coloniais. Metodologicamente este estudo constitui-se a partir das narrativas realizadas com moradores(as) campesinos(as) do Engenho Galileia, localizado no município de Vitória de Santo Antão-PE. As análises evidenciam que a comunidade campesina tem muito a dizer sobre os saberes que podem/poderiam fazer parte das práticas pedagógicas e curriculares da escola com turmas multisseriadas do campo, contribuindo assim na construção de uma instituição no viés decolonial, ao reconhecer os saberes próprios da comunidade em suas práticas pedagógicas. Palavras-chave: educação do campo, escola com turmas multisseriadas, saberes campesinos, estudos pós-coloniais.   Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community ABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices. Keywords: rural education, school with multigrade classes, peasant knowledge, post-colonial studies.   Saberes a tratar en la escuela con clases multiseriadas: otras reflexiones desde las expectativas de la comunidad campesina RESUMEN. Este artículo presenta una interlocución entre la escuela con clases multigrado y el saber campesino. Así, este estudio tiene como objetivo identificar y caracterizar los saberes a tratar en la escuela con clases multigrado a partir de las narrativas de la comunidad campesina. El lente teórico utilizado se basa en los Estudios Postcoloniales. Metodológicamente, este estudio se basa en narrativas realizadas con campesinos residentes de Engenho Galileia, ubicado en el municipio de Vitória de Santo Antão-PE. Los análisis muestran que la comunidad campesina tiene mucho que decir sobre los saberes que pueden/podrían ser parte de las prácticas pedagógicas y curriculares de la escuela con clases multigrados del campo, contribuyendo así a la construcción de una institución en el sesgo decolonial, al reconocer los saberes específicos de la comunidad en sus prácticas pedagógicas. Palabras clave: educación rural, escuela con clases multigrado, saberes campesinos, estudios poscoloniales.  Universidade Federal do Tocantins2023-03-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1431210.20873/uft.rbec.e14312Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e14312Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e143122525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14312/21055https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14312/21056Copyright (c) 2023 Isaias Silva, Janssen Felipe da Silvahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessSilva, IsaiasFelipe da Silva, Janssen2024-03-25T18:08:04Zoai:ojs.revista.uft.edu.br:article/14312Revistahttps://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:2024-03-25T18:08:04Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
Saberes a tratar en la escuela con clases multiseriadas: otras reflexiones desde las expectativas de la comunidad campesina
Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
Saberes a serem tratados na escola com turmas multisseriadas: reflexões outras a partir das expectativas da comunidade campesina
title Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
spellingShingle Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
Silva, Isaias
title_short Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
title_full Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
title_fullStr Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
title_full_unstemmed Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
title_sort Knowledge to be treated in school with multi-seriated classes: other reflections from the expectations of the peasant community
author Silva, Isaias
author_facet Silva, Isaias
Felipe da Silva, Janssen
author_role author
author2 Felipe da Silva, Janssen
author2_role author
dc.contributor.author.fl_str_mv Silva, Isaias
Felipe da Silva, Janssen
description ABSTRACT. This article presents an interlocution between school with multigrade classes and peasant knowledge. Thus, this study aims to identify and characterize the knowledge to be treated at school with multigrade classes based on the narratives of the peasant community. The theoretical lens used is based on Postcolonial Studies. Methodologically, this study is based on narratives carried out with peasant residents of Engenho Galileia, located in the municipality of Vitória de Santo Antão-PE. The analyzes show that the peasant community has a lot to say about the knowledge that can/could be part of the school's pedagogical and curricular practices with multi-grade classes from the countryside, thus contributing to the construction of an institution in the decolonial bias, by recognizing the specific knowledge of the community in their pedagogical practices.
publishDate 2023
dc.date.none.fl_str_mv 2023-03-11
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14312
10.20873/uft.rbec.e14312
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14312
identifier_str_mv 10.20873/uft.rbec.e14312
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/14312/21055
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14312/21056
dc.rights.driver.fl_str_mv Copyright (c) 2023 Isaias Silva, Janssen Felipe da Silva
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2023 Isaias Silva, Janssen Felipe da Silva
http://creativecommons.org/licenses/by/4.0
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. 8 (2023): Publicação Contínua / Continuous Publication; e14312
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14312
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e14312
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
instname_str Universidade Federal do Tocantins (UFT)
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institution UFT
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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