Rural Education teachers and resistance: the breaches in teaching habitus
| Autor(a) principal: | |
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| Data de Publicação: | 2021 |
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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/12921 |
Resumo: | ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. |
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Rural Education teachers and resistance: the breaches in teaching habitusRural Education teachers and resistance: the breaches in teaching habitusProfesoras de Educación Rural y resistencias: las brechas en el habitus docenteRural Education teachers and resistance: the breaches in teaching habitusProfessoras de Educação do Campo e resistência: as brechas no habitus docentehabitus, resistance, rural educationhabitus, resistencia, educación ruralABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. RESUMEN. El presente artículo analiza acciones docentes que remiten a la resistencia en el habitus docente. La investigación tuvo como metodología un estudio de caso que incluyó profesoras formadas en los años iniciales de la Licenciatura en Educación Rural. Se parte del presupuesto que la formación docente, comprometida con las luchas de la educación rural, debe formar profesoras que, en su acción docente, escapen al habitus estructurante de la educación en general, para producir resistencia también en el campo pedagógico. Los resultados muestran la producción de modos de resistencia a través de tácticas de improvisación ante la ausencia de materiales y equipos necesarios; de compartir lo poco que existe y hacer de esta carencia motivo de reflexión; de problematizar situaciones vividas en lo cotidiano por docentes y alumnos, haciendo de eso material y actividades pedagógicas; de rediseñar, de forma circular, la distribución de los alumnos en la clase y hacer que la dinámica de las relaciones quiebre la linealidad. En contraposición, el modo rígido con que la educación como un todo se organiza, fuerte componente del habitus, continúa encuadrando/limitando las iniciativas, apuntando para la necesidad constante de problematizar la malla curricular, los tiempos escolares y los lugares sociales ocupados por la escuela y por las profesoras.ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. O artigo analisa ações docentes que remetem à resistência no habitus docente. A pesquisa teve como método um estudo de caso, envolvendo entrevistas e observação em sala de aula de professoras formadas nas turmas iniciais da Licenciatura em Educação do Campo. Parte-se do pressuposto de que a formação docente engajada nas lutas da educação do campo deve formar professoras cuja ação docente escape ao habitus estruturante da educação em geral, produzindo resistência também no campo pedagógico. Os resultados apontam para a produção de modos de resistir através de táticas em que improvisam na ausência de materiais necessários, de equipamentos; em que compartilham o pouco existente e fazem disso motivo de reflexão; em que problematizam situações vividas no cotidiano por docentes e discentes, fazendo disso material e atividade pedagógicos; em que redesenham de modo circular a distribuição dos alunos na classe e fazem a dinâmica das relações quebrar a linearidade. Em contraponto, o modo rígido com que a educação como um todo se organiza, forte componente do habitus, continua enquadrando/limitando as iniciativas, apontado para a necessidade constante de problematização do currículo, dos tempos escolares e dos lugares sociais ocupados pela escola e pelas professoras. Palavras-chave: habitus, resistência, educação do campo. Rural Education teachers and resistance: the breaches in teaching habitus ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. Keywords: habitus, resistance, rural education. Profesoras de Educación Rural y resistencias: las brechas en el habitus docente RESUMEN. El presente artículo analiza acciones docentes que remiten a la resistencia en el habitus docente. La investigación tuvo como metodología un estudio de caso que incluyó profesoras formadas en los años iniciales de la Licenciatura en Educación Rural. Se parte del presupuesto que la formación docente, comprometida con las luchas de la educación rural, debe formar profesoras que, en su acción docente, escapen al habitus estructurante de la educación en general, para producir resistencia también en el campo pedagógico. Los resultados muestran la producción de modos de resistencia a través de tácticas de improvisación ante la ausencia de materiales y equipos necesarios; de compartir lo poco que existe y hacer de esta carencia motivo de reflexión; de problematizar situaciones vividas en lo cotidiano por docentes y alumnos, haciendo de eso material y actividades pedagógicas; de rediseñar, de forma circular, la distribución de los alumnos en la clase y hacer que la dinámica de las relaciones quiebre la linealidad. En contraposición, el modo rígido con que la educación como un todo se organiza, fuerte componente del habitus, continúa encuadrando/limitando las iniciativas, apuntando para la necesidad constante de problematizar la malla curricular, los tiempos escolares y los lugares sociales ocupados por la escuela y por las profesoras. Palabras clave: habitus, resistencia, educación rural.Universidade Federal do Tocantins2021-11-13info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1292110.20873/uft.rbec.e12921Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e12921Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e129212525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921/19320https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921/19321Copyright (c) 2021 Hildete Pereira Anjos, Débora dos Reis Cordeiroinfo:eu-repo/semantics/openAccessAnjos, Hildete PereiraCordeiro, Débora dos Reis2021-11-18T09:53:06Zoai:ojs.revista.uft.edu.br:article/12921Revistahttps://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:2021-11-18T09:53:06Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
| dc.title.none.fl_str_mv |
Rural Education teachers and resistance: the breaches in teaching habitus Rural Education teachers and resistance: the breaches in teaching habitus Profesoras de Educación Rural y resistencias: las brechas en el habitus docente Rural Education teachers and resistance: the breaches in teaching habitus Professoras de Educação do Campo e resistência: as brechas no habitus docente |
| title |
Rural Education teachers and resistance: the breaches in teaching habitus |
| spellingShingle |
Rural Education teachers and resistance: the breaches in teaching habitus Anjos, Hildete Pereira habitus, resistance, rural education habitus, resistencia, educación rural |
| title_short |
Rural Education teachers and resistance: the breaches in teaching habitus |
| title_full |
Rural Education teachers and resistance: the breaches in teaching habitus |
| title_fullStr |
Rural Education teachers and resistance: the breaches in teaching habitus |
| title_full_unstemmed |
Rural Education teachers and resistance: the breaches in teaching habitus |
| title_sort |
Rural Education teachers and resistance: the breaches in teaching habitus |
| author |
Anjos, Hildete Pereira |
| author_facet |
Anjos, Hildete Pereira Cordeiro, Débora dos Reis |
| author_role |
author |
| author2 |
Cordeiro, Débora dos Reis |
| author2_role |
author |
| dc.contributor.author.fl_str_mv |
Anjos, Hildete Pereira Cordeiro, Débora dos Reis |
| dc.subject.por.fl_str_mv |
habitus, resistance, rural education habitus, resistencia, educación rural |
| topic |
habitus, resistance, rural education habitus, resistencia, educación rural |
| description |
ABSTRACT. This work analyzes teaching practices which refer to resistance in teaching habitus. We carried out a case study involving teachers graduated in the first classes of the Rural Education degree course. We assume that a student graduation engaged in the rural education struggles must train teachers whose teaching practices escapes the education structuring habitus in general, producing resistance also in the pedagogical field. The results point to the production of ways of resistance through tactics in which they improvise in the shortage of necessary materials and equipment; in which they share the little they have and make it a reason for reflection; in which they problematize the lived situations in daily life by teachers and students and make this a material and pedagogical activity; in which they redesign the circular distribution of students in the class and make the dynamics of relations break the linearity. In contrast, the rigid way in which education is organized as a whole - which is a strong component of the habitus - keeps framing/limiting initiatives, pointed to the constant need to problematize the curriculum, school times and social places occupied by the school and teachers. |
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2021 |
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2021-11-13 |
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info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
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article |
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publishedVersion |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921 10.20873/uft.rbec.e12921 |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921 |
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10.20873/uft.rbec.e12921 |
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por |
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por |
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921/19320 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/12921/19321 |
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Copyright (c) 2021 Hildete Pereira Anjos, Débora dos Reis Cordeiro info:eu-repo/semantics/openAccess |
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Copyright (c) 2021 Hildete Pereira Anjos, Débora dos Reis Cordeiro |
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openAccess |
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application/pdf text/html |
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Universidade Federal do Tocantins |
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Universidade Federal do Tocantins |
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Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e12921 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921 Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e12921 Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e12921 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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