Education of women riverside in the municipality of Breves
Autor(a) principal: | |
---|---|
Data de Publicação: | 2018 |
Outros Autores: | |
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/5425 |
Resumo: | ABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools. |
id |
UFT-5_5abf229ca9e05ff0394cbfcb8ba0a7c7 |
---|---|
oai_identifier_str |
oai:ojs.revista.uft.edu.br:article/5425 |
network_acronym_str |
UFT-5 |
network_name_str |
Revista Brasileira de Educação do Campo |
repository_id_str |
|
spelling |
Education of women riverside in the municipality of BrevesEducation of women riverside in the municipality of BrevesEducación de las mujeres ribereñas en el municipio de BrevesEducation of women riverside in the municipality of BrevesEducação de mulheres ribeirinhas no município de BrevesABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools.ABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools.RESUMEN. Esto trabajo pretende comprender el abordaje de género que permea la propuesta curricular de la enseñanza fundamental de las escuelas del campo del municipio de Breves, identificar lo que se afirma o se supone sobre la mujer ribereña en la referida propuesta curricular así como, evaluar qué conocimientos sobre la mujer se incluyen y de qué forma se insertan en el documento. El estudio fue realizado por medio de la investigación bibliográfica y documental. El documento analizado fue la propuesta curricular de las escuelas del campo del municipio de Breves elaborada en 2012 y revisada en 2014. Los principales teóricos que fundamentaron este trabajo fueron Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira (2007), (2004), (Pinto, 2001). La propuesta curricular de las escuelas del campo presenta una frágil discusión sobre género, pautada en una concepción biológica, en la cual no percibimos la presencia de las diferentes identidades, que aunque silenciadas, están presentes en la escuela. En el documento no identificamos ninguna referencia a la mujer ribereña, sus historias de lucha y resistencia quedaron al margen de las discusiones de un documento que legitima lo que debe ser enseñado y aprendido en las escuelas del campo.ABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools.Este artigo analisa a abordagem de gênero que permeia a proposta curricular do ensino fundamental das escolas do campo do município de Breves. Tal análise busca identificar o que se afirma sobre a mulher ribeirinha na referida proposta curricular e avalia quais conhecimentos sobre a mulher ribeirinha estão incluídos no documento. O estudo foi realizado por meio de uma pesquisa bibliográfica e documental. O documento analisado foi a proposta curricular das escolas do campo do município de Breves elaborada em 2012 e revisada em 2014. Os principais teóricos que fundamentam esta análise são: Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira (2004) e (Pinto, 2001). A proposta curricular das escolas do campo apresenta uma discussão frágil sobre gênero, pautada em uma concepção biológica que, ao dissimular a presença das diferentes identidades presentes na escola, as silencia. No documento analisado não se identifica referência alguma à mulher ribeirinha, suas histórias de luta e resistência ficam à margem das discussões de um documento que legitima o que deve ser ensinado e aprendido nas escolas do campo. Palavras-chave: Educação, Gênero, Currículo, Mulher Ribeirinha. Education of women riverside in the municipality of Breves ABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools. Keywords: Education, Genre, Curriculum, Riverside Woman. Educación de las mujeres ribereñas en el municipio de Breves RESUMEN. Esto trabajo pretende comprender el abordaje de género que permea la propuesta curricular de la enseñanza fundamental de las escuelas del campo del municipio de Breves, identificar lo que se afirma o se supone sobre la mujer ribereña en la referida propuesta curricular así como, evaluar qué conocimientos sobre la mujer se incluyen y de qué forma se insertan en el documento. El estudio fue realizado por medio de la investigación bibliográfica y documental. El documento analizado fue la propuesta curricular de las escuelas del campo del municipio de Breves elaborada en 2012 y revisada en 2014. Los principales teóricos que fundamentaron este trabajo fueron Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira (2007), (2004), (Pinto, 2001). La propuesta curricular de las escuelas del campo presenta una frágil discusión sobre género, pautada en una concepción biológica, en la cual no percibimos la presencia de las diferentes identidades, que aunque silenciadas, están presentes en la escuela. En el documento no identificamos ninguna referencia a la mujer ribereña, sus historias de lucha y resistencia quedaron al margen de las discusiones de un documento que legitima lo que debe ser enseñado y aprendido en las escuelas del campo. Palabras clave: Educación, Género, Currículo, Mujer Ribereña.Universidade Federal do Tocantins2018-12-23info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/542510.20873/uft.2525-4863.2018v3n4p1249Brazilian Journal of Rural Education; Bd. 3 Nr. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267Revista Brasileña de Educación Rural; Vol. 3 Núm. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267Revista Brasileira de Educação do Campo; v. 3 n. 4 (2018): Dossiê: Epistemologia de “nosotras”: mulheres do campo, das águas e das florestas; 1249-12672525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5425/14555https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5425/14556Copyright (c) 2018 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessMatos, Cleide Carvalho deReis, Manuelle Espíndola dos2018-12-25T20:46:28Zoai:ojs.revista.uft.edu.br:article/5425Revistahttps://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:2018-12-25T20:46:28Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
Education of women riverside in the municipality of Breves Education of women riverside in the municipality of Breves Educación de las mujeres ribereñas en el municipio de Breves Education of women riverside in the municipality of Breves Educação de mulheres ribeirinhas no município de Breves |
title |
Education of women riverside in the municipality of Breves |
spellingShingle |
Education of women riverside in the municipality of Breves Matos, Cleide Carvalho de |
title_short |
Education of women riverside in the municipality of Breves |
title_full |
Education of women riverside in the municipality of Breves |
title_fullStr |
Education of women riverside in the municipality of Breves |
title_full_unstemmed |
Education of women riverside in the municipality of Breves |
title_sort |
Education of women riverside in the municipality of Breves |
author |
Matos, Cleide Carvalho de |
author_facet |
Matos, Cleide Carvalho de Reis, Manuelle Espíndola dos |
author_role |
author |
author2 |
Reis, Manuelle Espíndola dos |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Matos, Cleide Carvalho de Reis, Manuelle Espíndola dos |
description |
ABSTRACT. This work aims to understand the gender approach that permeates the curricular proposal of the elementary schools of the countryside of the municipality of Breves, to identify what is affirmed about the riverside woman in the mentioned curricular proposal and evaluates what knowledge about the riverside woman is included in the document. The study was realized through bibliographical and documentary research. The document analyzed was the curricular proposal of the schools of the countryside of the municipality of Breves, elaborated in 2012 and revised in 2014. The main theorists who foundation this work were Scott (2005), Louro (2007, 2005), Meyer (2007), Oliveira 2004), (Pinto, 2001). The curricular proposal of the countryside schools presents a fragile discussion about gender, based on a biological conception, in which we do not perceive the presence of the different identities, which, although silenced, are present in the school. In the document we did not identify any reference to the riverside woman, her stories of struggle and resistance were left aside from the discussions of a document that legitimizes what should be taught and learned in the countryside schools. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-12-23 |
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/5425 10.20873/uft.2525-4863.2018v3n4p1249 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5425 |
identifier_str_mv |
10.20873/uft.2525-4863.2018v3n4p1249 |
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/5425/14555 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5425/14556 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Brasileira de Educação do Campo info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 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. 3 Nr. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267 Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267 Revista Brasileña de Educación Rural; Vol. 3 Núm. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267 Brazilian Journal of Rural Education; Vol. 3 No. 4 (2018): Thematic Dossier: Epistemology of "nosotras": women from the countryside, water and forests; 1249-1267 Revista Brasileira de Educação do Campo; v. 3 n. 4 (2018): Dossiê: Epistemologia de “nosotras”: mulheres do campo, das águas e das florestas; 1249-1267 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
instname_str |
Universidade Federal do Tocantins (UFT) |
instacron_str |
UFT |
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 |
_version_ |
1798319756770541568 |