The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute
| Autor(a) principal: | |
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| Data de Publicação: | 2018 |
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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/4934 |
Resumo: | Abstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there. |
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The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar InstituteThe Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar InstituteLa Pedagogía de la Alternancia en el contexto de la Educación del Campo: la experiencia del Instituto EducarThe Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar InstituteA Pedagogia da Alternância no contexto da Educação do Campo: a experiência do Instituto EducarAbstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there.Abstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there.Resumen. Superando la visión urbanocéntrica, en que el campo es considerado como lugar de retraso, y superando la perspectiva de antagonismo entre ciudad-campo, se busca reconocer tiempos y modos específicos de ser, vivir y producir, concibiendo la educación y la escuela según diferentes formatos de organización, de acuerdo con las necesidades de las poblaciones que viven del/en el campo. Con base en este presupuesto, la educación del campo circunscribe la temática general de este artículo, donde se busca frenar diálogo con la Pedagogía de la Alternancia como alternativa para viabilizar una propuesta educativa que pueda hacer frente a las demandas y especificidades de esas poblaciones. Se trata de un estudio de carácter bibliográfico, que se vuelve hacia el entendimiento contextual, histórico y conceptual de la Educación del Campo y de la Pedagogía de la Alternancia, combinado a la investigación exploratoria de las prácticas educativas pautadas en la experiencia de la alternancia, que se realizan en el Instituto Educar de Pontão/RS. Se concluye que el Instituto Educar asume una organización metodológica alternante entre Tiempo Escuela y Tiempo Comunidad, prioriza la educación de los sujetos insertados en una colectividad y confiere protagonismo a los educandos que allí desarrollan sus procesos formativos.Abstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there.Superando-se a visão urbanocêntrica, em que o campo é tido como lugar de atraso, e ultrapassando-se a perspectiva de antagonismo entre cidade-campo, busca-se reconhecer tempos e modos específicos de ser, viver e produzir, concebendo a educação e a escola segundo diferentes formatos de organização, de acordo com as necessidades das populações que vivem do/no campo. Com base nesses pressupostos, a educação do/no campo circunscreve a temática geral deste artigo, onde se busca travar diálogo com a Pedagogia da Alternância como alternativa para viabilizar uma proposta educativa que possa fazer frente às demandas e especificidades dessas populações. Trata-se de um estudo de caráter bibliográfico, que se volta para o entendimento contextual, histórico e conceitual da Educação do Campo e da Pedagogia da Alternância, combinado à investigação exploratória das práticas educativas pautadas na experiência da alternância, que se realizam no Instituto Educar de Pontão/RS. Conclui-se que o Instituto Educar assume uma organização metodológica alternante entre Tempo Escola e Tempo Comunidade, prioriza a educação dos sujeitos inseridos em uma coletividade e confere protagonismo aos educandos que ali desenvolvem seus processos formativos. Palavras-chave: Educação do Campo, Pedagogia da Alternância, Tempo Escola, Tempo Comunidade. The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute Abstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there. Keywords: Rural Education, Alternation Pedagogy, School Time, Community Time. La Pedagogía de la Alternancia en el contexto de la Educación del Campo: la experiencia del Instituto Educar Resumen. Superando la visión urbanocéntrica, en que el campo es considerado como lugar de retraso, y superando la perspectiva de antagonismo entre ciudad-campo, se busca reconocer tiempos y modos específicos de ser, vivir y producir, concibiendo la educación y la escuela según diferentes formatos de organización, de acuerdo con las necesidades de las poblaciones que viven del/en el campo. Con base en este presupuesto, la educación del campo circunscribe la temática general de este artículo, donde se busca frenar diálogo con la Pedagogía de la Alternancia como alternativa para viabilizar una propuesta educativa que pueda hacer frente a las demandas y especificidades de esas poblaciones. Se trata de un estudio de carácter bibliográfico, que se vuelve hacia el entendimiento contextual, histórico y conceptual de la Educación del Campo y de la Pedagogía de la Alternancia, combinado a la investigación exploratoria de las prácticas educativas pautadas en la experiencia de la alternancia, que se realizan en el Instituto Educar de Pontão/RS. Se concluye que el Instituto Educar asume una organización metodológica alternante entre Tiempo Escuela y Tiempo Comunidad, prioriza la educación de los sujetos insertados en una colectividad y confiere protagonismo a los educandos que allí desarrollan sus procesos formativos. Palabras clave: Educación del Campo, Pedagogía de la Alternancia, Tiempo Escuela, Tiempo Comunidad.Universidade Federal do Tocantins2018-04-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/493410.20873/uft.2525-4863.2018v3n1p287Brazilian Journal of Rural Education; Bd. 3 Nr. 1 (2018): Jan./Apr.; 287-312Brazilian Journal of Rural Education; Vol. 3 No. 1 (2018): Jan./Apr.; 287-312Revista Brasileña de Educación Rural; Vol. 3 Núm. 1 (2018): Jan./Apr.; 287-312Brazilian Journal of Rural Education; Vol. 3 No. 1 (2018): Jan./Apr.; 287-312Revista Brasileira de Educação do Campo; v. 3 n. 1 (2018): Jan./Abr.; 287-3122525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/4934/13051https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/4934/13052Copyright (c) 2018 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessBonavigo, LuanaCaimi, Flávia Eloisa2018-09-21T12:57:01Zoai:ojs.revista.uft.edu.br:article/4934Revistahttps://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:2018-09-21T12:57:01Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
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The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute La Pedagogía de la Alternancia en el contexto de la Educación del Campo: la experiencia del Instituto Educar The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute A Pedagogia da Alternância no contexto da Educação do Campo: a experiência do Instituto Educar |
| title |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| spellingShingle |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute Bonavigo, Luana |
| title_short |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| title_full |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| title_fullStr |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| title_full_unstemmed |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| title_sort |
The Pedagogy of Alternation in the Context of Rural Education: the experience of the Educar Institute |
| author |
Bonavigo, Luana |
| author_facet |
Bonavigo, Luana Caimi, Flávia Eloisa |
| author_role |
author |
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Caimi, Flávia Eloisa |
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author |
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Bonavigo, Luana Caimi, Flávia Eloisa |
| description |
Abstract. Overcoming the urban-centric vision, where the countryside is considered a place of backwardness and surpassing the perspective of city-countryside antagonism, this paper intend to recognize specific times and ways of being, living and producing, conceiving education and school by different organizational formats, according to the needs of the population living in/from the countryside. Based on this assumption, education in the countryside circumscribes the general theme of this article, aiming to establish a dialogue with the Alternation Pedagogy as an alternative to enable an educational proposal that can meet the demands and specificities of these populations. This is a bibliographical study focused on the contextual, historical and conceptual understanding of rural education and the Alternation Pedagogy, combined with the exploratory investigation of educational practices based on alternation experiences carried out at the “Instituto Educar” in Pontão/RS. The conclusion is that Instituto Educar assumes an alternating methodological organization between School Time and Community Time, prioritizes the education of the subjects inserted in a collectivity and confers protagonism to the students who develop their formative processes there. |
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2018 |
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2018-04-24 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion "Avaliado pelos pares" |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/4934 10.20873/uft.2525-4863.2018v3n1p287 |
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Universidade Federal do Tocantins |
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Brazilian Journal of Rural Education; Bd. 3 Nr. 1 (2018): Jan./Apr.; 287-312 Brazilian Journal of Rural Education; Vol. 3 No. 1 (2018): Jan./Apr.; 287-312 Revista Brasileña de Educación Rural; Vol. 3 Núm. 1 (2018): Jan./Apr.; 287-312 Brazilian Journal of Rural Education; Vol. 3 No. 1 (2018): Jan./Apr.; 287-312 Revista Brasileira de Educação do Campo; v. 3 n. 1 (2018): Jan./Abr.; 287-312 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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