Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education

Detalhes bibliográficos
Autor(a) principal: Bittencourt Brito, Márcia Mariana
Data de Publicação: 2019
Outros Autores: Molina, Mônica Castagna
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/6291
Resumo: ABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course. 
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spelling Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher EducationReflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher EducationReflexiones acerca de los egresados de la carrera de Licenciatura en Educación del Campo de la Universidad de Brasilia: elementos para “Transformar (acción) Pedagógica” en la Educación SuperiorReflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher EducationReflexões sobre os egressos do curso de Licenciatura em Educação do Campo da Universidade de Brasília: os elementos para “Transformar (ação) Pedagógica” na Educação SuperiorABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course. ABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course. RESUMEN. En este artículo, señalaremos los elementos de transforma(acción) pedagógica que la carrera de Licenciatura en Educación del Campo ha producido, en los últimos diez años, en la Educación Superior, en la Universidad de Brasilia. Esta carrera es el resultado de una política pública efectivada a partir de una experiencia piloto implantada en dicha Universidad. Se hizo la investigación adoptándose como epistemología y método el materialismo histórico-dialéctico. La recolección de datos se desarrolló en dos etapas: en la primera etapa, se utilizaron los siguientes instrumentos: cuestionarios y la investigación documental para trazar el perfil de los egresados; y, en la segunda fase, la investigación-acción y entrevistas, con estudiantes que estaban cursando el posgrado, lo que resultó en el señalamiento de elementos de transformación en la materialización de la realidad pedagógica que va desde el cambio de la estructura física de la universidad  para atender a los sujetos campesinos hasta la epistemología de trabajo adoptada por los egresados de la carrera. Neste artigo, apontaremos os elementos de transforma(ação) pedagógica que o curso de Licenciatura em Educação do Campo provocou, nos últimos dez anos, na Educação Superior, na Universidade de Brasília. O curso é resultado de uma política pública efetivada a partir de uma experiência piloto implantada nessa Universidade. A pesquisa foi realizada tendo como epistemologia e método o materialismo histórico-dialético. A coleta de dados foi desenvolvida em duas etapas: na primeira, utilizou-se os instrumentos: questionários e a pesquisa documental para traçar o perfil dos egressos; e, na segunda fase, a pesquisa-ação e entrevistas, com estudantes que estavam cursando a pós-graduação, o que resultou no apontamento de elementos de transformação na materialização da realidade pedagógica que vai desde a alteração da estrutura física da universidade para atender os sujeitos camponeses até a epistemologia de trabalho adotada pelos egressos do curso. Palavras-chave: Educação do Campo, Formação de Professores, Epistemologia da Práxis.   Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education      ABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course.  Keywords: Rural Education, Teacher Training, Praxis Epistemology.   Reflexiones acerca de los egresados de la carrera de Licenciatura en Educación del Campo de la Universidad de Brasilia: elementos para “Transformar (acción) Pedagógica” en la Educación Superior RESUMEN. En este artículo, señalaremos los elementos de transforma(acción) pedagógica que la carrera de Licenciatura en Educación del Campo ha producido, en los últimos diez años, en la Educación Superior, en la Universidad de Brasilia. Esta carrera es el resultado de una política pública efectivada a partir de una experiencia piloto implantada en dicha Universidad. Se hizo la investigación adoptándose como epistemología y método el materialismo histórico-dialéctico. La recolección de datos se desarrolló en dos etapas: en la primera etapa, se utilizaron los siguientes instrumentos: cuestionarios y la investigación documental para trazar el perfil de los egresados; y, en la segunda fase, la investigación-acción y entrevistas, con estudiantes que estaban cursando el posgrado, lo que resultó en el señalamiento de elementos de transformación en la materialización de la realidad pedagógica que va desde el cambio de la estructura física de la universidad  para atender a los sujetos campesinos hasta la epistemología de trabajo adoptada por los egresados de la carrera.  Palabras clave: Educación del Campo, Formación del Maestros, Epistemología de la Praxis.Universidade Federal do Tocantins2019-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliados pelos pares'application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/629110.20873/uft.rbec.v4e6291Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e6291Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e62912525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291/15083https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291/15084Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessBittencourt Brito, Márcia MarianaMolina, Mônica Castagna2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/6291Revistahttps://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:2020-12-28T21:54:23Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
Reflexiones acerca de los egresados de la carrera de Licenciatura en Educación del Campo de la Universidad de Brasilia: elementos para “Transformar (acción) Pedagógica” en la Educación Superior
Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
Reflexões sobre os egressos do curso de Licenciatura em Educação do Campo da Universidade de Brasília: os elementos para “Transformar (ação) Pedagógica” na Educação Superior
title Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
spellingShingle Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
Bittencourt Brito, Márcia Mariana
title_short Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
title_full Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
title_fullStr Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
title_full_unstemmed Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
title_sort Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education
author Bittencourt Brito, Márcia Mariana
author_facet Bittencourt Brito, Márcia Mariana
Molina, Mônica Castagna
author_role author
author2 Molina, Mônica Castagna
author2_role author
dc.contributor.author.fl_str_mv Bittencourt Brito, Márcia Mariana
Molina, Mônica Castagna
description ABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course. 
publishDate 2019
dc.date.none.fl_str_mv 2019-05-28
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291
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url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291
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dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291/15083
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/6291/15084
dc.rights.driver.fl_str_mv Copyright (c) 2019 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2019 Revista Brasileira de Educação do Campo
eu_rights_str_mv openAccess
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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. 4 (2019): Publicação Contínua / Continuous Publication; e6291
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291
Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291
Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e6291
Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e6291
2525-4863
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instname:Universidade Federal do Tocantins (UFT)
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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
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