Rural Education: some indicators

Detalhes bibliográficos
Autor(a) principal: Santos, Marilene
Data de Publicação: 2021
Tipo de documento: Artigo
Idioma: por
eng
Título da fonte: Revista Brasileira de Educação do Campo
Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791
Resumo: ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.
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spelling Rural Education: some indicatorsRural Education: some indicatorsEducación de Campo: algunos indicadoresRural Education: some indicatorsEducação do Campo: alguns indicadoresABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction. Keywords: Educational Indicators, Countryside Education, PNE.RESUMEN. El presente artículo de cuño bibliográfico descriptivo tiene como objetivo, a partir de la meta Ocho del Plan Nacional de Educación 2014-2024, identificar algunos indicadores para la Educación del Campo. Para tanto, consideramos la realidad educativa del campo con base en: la baja escolaridad de la población; la evolución negativa del número de matrícula en los últimos años; y las circunstancias por medio de las cuales el referente de calidad, proporcionado por Ideb, ha sido poco productivo para la definición de políticas públicas dirigidas a la Educación del Campo. A pesar de las dificultades operativas del sistema educativo en el sentido de obtener las informaciones necesarias para su composición, el resultado de los dos últimos Ideb, sin embargo, ya muestran avances. A partir de estos indicadores, constatamos que algunas acciones dirigidas a aumentar la escolaridad de la población del campo fueron empreendidas, pero, la condición educativa desigual entre los jóvenes residentes en el campo y en las áreas urbanas todavía persiste; hay posibilidad de cumplimiento del objetivo Ocho del PNE hasta 2024, con todo, eso no significará avances en la garantía de derechos de la población campesina a una educación de calidad, sino, al contrario, su reducción.ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.O presente artigo, de cunho bibliográfico descritivo, tem como objetivo, a partir da meta oito do Plano Nacional de Educação 2014-2024 (PNE), identificar alguns indicadores da Educação do Campo. Para tanto, consideramos a realidade educacional do campo com base: na baixa escolaridade da população; na evolução negativa do número de matrícula nos últimos anos; e nas circunstâncias por meio das quais o referencial de qualidade, fornecido pelo Índice de Desenvolvimento da Educação Básica (Ideb), tem sido pouco producente para a definição de políticas públicas voltadas à Educação do Campo. Apesar das dificuldades operacionais do sistema educacional no sentido de levantar as informações necessárias para a sua composição, o resultado dos dois últimos Ideb já demonstram avanços. A partir desses indicadores, constatamos que algumas ações direcionadas a aumentar a escolaridade da população do campo foram empreendidas, mas a condição educacional desigual entre os jovens residentes no campo e os que vivem nas áreas urbanas ainda persiste. Há possibilidade de cumprimento da meta oito do PNE até 2024, no entanto, isso pode não significar avanços na garantia de direitos da população camponesa a uma educação de qualidade, mas, ao contrário, a sua redução. Palavras-chave: indicadores educacionais, educação do campo, PNE.   Rural Education: some indicators                       ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction. Keywords: educational indicators, rural education, PNE.   Educación de Campo: algunos indicadores RESUMEN. El presente artículo de cuño bibliográfico descriptivo tiene como objetivo, a partir de la meta Ocho del Plan Nacional de Educación 2014-2024, identificar algunos indicadores para la Educación del Campo. Para tanto, consideramos la realidad educativa del campo con base en: la baja escolaridad de la población; la evolución negativa del número de matrícula en los últimos años; y las circunstancias por medio de las cuales el referente de calidad, proporcionado por Ideb, ha sido poco productivo para la definición de políticas públicas dirigidas a la Educación del Campo. A pesar de las dificultades operativas del sistema educativo en el sentido de obtener las informaciones necesarias para su composición, el resultado de los dos últimos Ideb, sin embargo, ya muestran avances. A partir de estos indicadores, constatamos que algunas acciones dirigidas a aumentar la escolaridad de la población del campo fueron empreendidas, pero, la condición educativa desigual entre los jóvenes residentes en el campo y en las áreas urbanas todavía persiste; hay posibilidad de cumplimiento del objetivo Ocho del PNE hasta 2024, con todo, eso no significará avances en la garantía de derechos de la población campesina a una educación de calidad, sino, al contrario, su reducción. Palabras clave: indicadores educativos, educación rural, PNE.Universidade Federal do Tocantins2021-08-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1079110.20873/uft.rbec.e10791Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e10791Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e107912525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791/18969https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791/18970https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791/18971https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791/18972Copyright (c) 2021 Marilene Santosinfo:eu-repo/semantics/openAccessSantos, Marilene2021-08-07T18:12:25Zoai:ojs.revista.uft.edu.br:article/10791Revistahttps://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:2021-08-07T18:12:25Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Rural Education: some indicators
Rural Education: some indicators
Educación de Campo: algunos indicadores
Rural Education: some indicators
Educação do Campo: alguns indicadores
title Rural Education: some indicators
spellingShingle Rural Education: some indicators
Santos, Marilene
title_short Rural Education: some indicators
title_full Rural Education: some indicators
title_fullStr Rural Education: some indicators
title_full_unstemmed Rural Education: some indicators
title_sort Rural Education: some indicators
author Santos, Marilene
author_facet Santos, Marilene
author_role author
dc.contributor.author.fl_str_mv Santos, Marilene
description ABSTRACT. The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.
publishDate 2021
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791
identifier_str_mv 10.20873/uft.rbec.e10791
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10791/18971
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dc.rights.driver.fl_str_mv Copyright (c) 2021 Marilene Santos
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dc.source.none.fl_str_mv Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e10791
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791
Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10791
Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e10791
2525-4863
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