Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State

Detalhes bibliográficos
Autor(a) principal: Andrade, Francisca Marli Rodrigues de
Data de Publicação: 2023
Outros Autores: Pereira Mendes Rodrigues, Marcela, de Souza Gomes, Jacqueline
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/14037
Resumo: ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.
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spelling Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro StateRural Education and teacher professionalization challenges in Northwestern Rio de Janeiro StateEducación Rural y los desafíos de la profesionalización docente en el Noroeste Fluminense – Rio de Janeiro Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro StateEducação do Campo e os desafios da profissionalização docente no Noroeste Fluminense – Rio de JaneiroABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.RESUMEN. El presente artículo tiene como objetivo analizar la profesionalización de los profesores de Educación Básica en tres escuelas rurales, ubicadas en el municipio de Santo Antônio de Pádua – Rio de Janeiro, Brasil. Metodológicamente, adoptamos la observación participante, por medio de las culas las experiencias en las escuelas encuestadas, durante el período de 2015 a 2019, posibilitaron el acceso a una diversidad de datos. Como resultados más significativos, la investigación destaca el abandono, por parte de los poderes públicos, en cuanto a la infraestructura de las escuelas, la formación inicial y continua de los docentes; así como la carencia de proyectos político-pedagógicos y de prácticas de enseñanza y aprendizaje basados en los principios de la Educación Rural y de la Pedagogía de la Alternancia. Todas estas ausencias generan impactos en la autonomía docente y en la desterritorialización – identitaria y geográfica – de las comunidades que asistieron/asisten a estas escuelas.ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.O presente artigo tem como objetivo analisar a profissionalização de docentes da Educação Básica em três escolas do campo, localizadas no município de Santo Antônio de Pádua – RJ. Metodologicamente, adotamos a observação-participante, por meio da qual as vivências nas escolas pesquisadas, durante o período de 2015 a 2019, suscitaram uma diversidade de dados. Enquanto resultados mais significativos, a pesquisa evidencia o abandono, por parte do poder público, no tocante à infraestrutura das escolas, à formação inicial e continuada de docentes; bem como, à falta de projetos políticos-pedagógicos e de práticas de ensino e aprendizagem pautadas nos princípios da Educação do Campo e da Pedagogia da Alternância. Todas essas ausências geram impactos na autonomia docente e na desterritorialização – identitária e geográfica – das comunidades que frequentavam/frequentam essas escolas. Palavras-chave: educação do campo, profissionalização docente, pedagogia da alternância.   Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools. Keywords: rural education, teacher professionalization, pedagogy of alternation.   Educación Rural y los desafíos de la profesionalización docente en el Noroeste Fluminense – Rio de Janeiro RESUMEN. El presente artículo tiene como objetivo analizar la profesionalización de los profesores de Educación Básica en tres escuelas rurales, ubicadas en el municipio de Santo Antônio de Pádua – Rio de Janeiro, Brasil. Metodológicamente, adoptamos la observación participante, por medio de las culas las experiencias en las escuelas encuestadas, durante el período de 2015 a 2019, posibilitaron el acceso a una diversidad de datos. Como resultados más significativos, la investigación destaca el abandono, por parte de los poderes públicos, en cuanto a la infraestructura de las escuelas, la formación inicial y continua de los docentes; así como la carencia de proyectos político-pedagógicos y de prácticas de enseñanza y aprendizaje basados en los principios de la Educación Rural y de la Pedagogía de la Alternancia. Todas estas ausencias generan impactos en la autonomía docente y en la desterritorialización – identitaria y geográfica – de las comunidades que asistieron/asisten a estas escuelas. Palabras clave: educación rural, profesionalización docente, pedagogía de la alternancia.Universidade Federal do Tocantins2023-03-15info: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/1403710.20873/uft.rbec.e14037Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e14037Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e140372525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14037/21065https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14037/21066https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14037/21067https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14037/21068Copyright (c) 2023 Francisca Marli Rodrigues de Andrade, Marcela Pereira Mendes Rodrigues, Jacqueline de Souza Gomeshttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAndrade, Francisca Marli Rodrigues dePereira Mendes Rodrigues, Marcelade Souza Gomes, Jacqueline2024-03-25T18:08:05Zoai:ojs.revista.uft.edu.br:article/14037Revistahttps://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:2024-03-25T18:08:05Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
Educación Rural y los desafíos de la profesionalización docente en el Noroeste Fluminense – Rio de Janeiro
Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
Educação do Campo e os desafios da profissionalização docente no Noroeste Fluminense – Rio de Janeiro
title Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
spellingShingle Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
Andrade, Francisca Marli Rodrigues de
title_short Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
title_full Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
title_fullStr Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
title_full_unstemmed Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
title_sort Rural Education and teacher professionalization challenges in Northwestern Rio de Janeiro State
author Andrade, Francisca Marli Rodrigues de
author_facet Andrade, Francisca Marli Rodrigues de
Pereira Mendes Rodrigues, Marcela
de Souza Gomes, Jacqueline
author_role author
author2 Pereira Mendes Rodrigues, Marcela
de Souza Gomes, Jacqueline
author2_role author
author
dc.contributor.author.fl_str_mv Andrade, Francisca Marli Rodrigues de
Pereira Mendes Rodrigues, Marcela
de Souza Gomes, Jacqueline
description ABSTRACT. The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.
publishDate 2023
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identifier_str_mv 10.20873/uft.rbec.e14037
dc.language.iso.fl_str_mv por
eng
language por
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https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14037/21067
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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; e14037
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14037
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e14037
2525-4863
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reponame_str Revista Brasileira de Educação do Campo
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repository.name.fl_str_mv Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)
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