School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy
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Data de Publicação: | 2021 |
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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/9596 |
Resumo: | ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. |
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School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policySchool attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policyAsistencia escolar en clases de varios grados en la ciudad de Buenos Aires: representación de docentes a la luz de la política de educación ruralSchool attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policyO atendimento escolar em classes multisseriadas no município de Buenos Aires: representação de docentes à luz da política de educação do campoRural Education; educational policies; multi-grades classesEducación rural; políticas educativas; clases de multiseriales.ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas.ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas.RESUMEN. Artículo tiene como objetivo analizar la educación en el campo y el desarrollo de la práctica pedagógica en clases multiseriales en la ciudad de Buenos Aires / PE. El aporte teórico se basa en la legislación que lo rige y en los teóricos que tratan el tema Caldart, Molina y Hage, entre otros. La investigación ocurrió en 13 escuelas multigrado ubicadas en el área rural del municipio. Trece profesores efectivos que enseñan en la educación de la primera infancia y en los primeros años de la escuela primaria participaron de la investigación. La recogida de datos se produjo mediante la aplicación de entrevistas semiestructuradas. Los datos obtenidos fueron analizados de acuerdo con la teoría de análisis de contenido de Bardin. Los resultados muestran que los docentes buscan satisfacer las especificidades de la multisección y la educación rural, buscando vincular su práctica docente con la realidad experimentada por el estudiante, incluso en ausencia de una propuesta municipal que respalde la práctica pedagógica en estas clases. Se constató la necesidad de la creación de una propuesta pedagógica y de un curriculum adecuado para la Educación del Campo y las clases multiseriales; Educación continua específica para el profesor. Además de las preguntas sobre la organización y división de las clases, la orientación del trabajo docente y el uso de materiales didácticos dirigidos a la realidad del campo.ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas.Este artigo tem por objetivo analisar a educação do campo e o desenvolvimento da prática pedagógica nas classes multisseriadas no município de Buenos Aires/PE. O aporte teórico está pautado na legislação que a rege e nos teóricos que tratam do tema Caldart, Molina e Hage, entre outros. A pesquisa foi realizada em 13 escolas multisseriadas localizadas na zona rural do Município. Participaram da pesquisa 13 professores efetivos que lecionam na educação infantil e anos iniciais do ensino fundamental. A coleta de dados ocorreu através da aplicação de entrevista semiestruturada. Os dados obtidos foram analisados segundo a Teoria de Análise Conteúdo de Bardin. Os resultados evidenciam que os professores procuram atender as especificidades da multisseriação e da educação do campo, buscando atrelar a sua prática docente à realidade vivida pelo aluno, mesmo na ausência de uma proposta municipal que embase a prática pedagógica nessas classes. Verificou-se, a necessidade da criação de uma proposta pedagógica e de um currículo próprio para a educação do campo e classes multisseriadas, a formação continuada específica para o professor. Além de questões referentes à organização e divisão das classes, a orientação do trabalho docente e o uso de materiais didáticos voltados à realidade do campo. Palavras-chave: educação do campo, políticas educacionais, classes multisseriadas. School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. Keywords: rural education, educational policies, multi-grades classes. Asistencia escolar en clases de varios grados en la ciudad de Buenos Aires: representación de docentes a la luz de la política de educación rural RESUMEN. Artículo tiene como objetivo analizar la educación en el campo y el desarrollo de la práctica pedagógica en clases multiseriales en la ciudad de Buenos Aires / PE. El aporte teórico se basa en la legislación que lo rige y en los teóricos que tratan el tema Caldart, Molina y Hage, entre otros. La investigación ocurrió en 13 escuelas multigrado ubicadas en el área rural del municipio. Trece profesores efectivos que enseñan en la educación de la primera infancia y en los primeros años de la escuela primaria participaron de la investigación. La recogida de datos se produjo mediante la aplicación de entrevistas semiestructuradas. Los datos obtenidos fueron analizados de acuerdo con la teoría de análisis de contenido de Bardin. Los resultados muestran que los docentes buscan satisfacer las especificidades de la multisección y la educación rural, buscando vincular su práctica docente con la realidad experimentada por el estudiante, incluso en ausencia de una propuesta municipal que respalde la práctica pedagógica en estas clases. Se constató la necesidad de la creación de una propuesta pedagógica y de un curriculum adecuado para la Educación del Campo y las clases multiseriales; Educación continua específica para el profesor. Además de las preguntas sobre la organización y división de las clases, la orientación del trabajo docente y el uso de materiales didácticos dirigidos a la realidad del campo. Palabras clave: educación rural, políticas educativas, clases de multiseriales.Universidade Federal do Tocantins2021-01-26info: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/959610.20873/uft.rbec.e9596Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e9596Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e95962525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18315https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18316https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18318https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18319Copyright (c) 2021 Ana Paula de Holanda Cavalcanti, Waldênia Leão de Carvalhoinfo:eu-repo/semantics/openAccessde Holanda Cavalcanti, Ana PaulaCarvalho, Waldênia Leão de 2021-01-26T13:31:17Zoai:ojs.revista.uft.edu.br:article/9596Revistahttps://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:2021-01-26T13:31:17Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy Asistencia escolar en clases de varios grados en la ciudad de Buenos Aires: representación de docentes a la luz de la política de educación rural School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy O atendimento escolar em classes multisseriadas no município de Buenos Aires: representação de docentes à luz da política de educação do campo |
title |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
spellingShingle |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy de Holanda Cavalcanti, Ana Paula Rural Education; educational policies; multi-grades classes Educación rural; políticas educativas; clases de multiseriales. |
title_short |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
title_full |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
title_fullStr |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
title_full_unstemmed |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
title_sort |
School attendance in multi-grade classes in the city of Buenos Aires: representation of teachers in the light of the rural education policy |
author |
de Holanda Cavalcanti, Ana Paula |
author_facet |
de Holanda Cavalcanti, Ana Paula Carvalho, Waldênia Leão de |
author_role |
author |
author2 |
Carvalho, Waldênia Leão de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Holanda Cavalcanti, Ana Paula Carvalho, Waldênia Leão de |
dc.subject.por.fl_str_mv |
Rural Education; educational policies; multi-grades classes Educación rural; políticas educativas; clases de multiseriales. |
topic |
Rural Education; educational policies; multi-grades classes Educación rural; políticas educativas; clases de multiseriales. |
description |
ABSTRACT. This narrative talks about the education of the countryside (rural) and the development of the pedagogical practice in the multi-grade classes in the city of Buenos Aires / PE. The full-time teachers made a research through on visits (in loco), with the application of a semi-structured interview, an open quiz and meetings with the focus group. Analyzes issues regarding working conditions of teachers of multigraded classes from rural areas. The text presents reflections on the conditions of teaching profession through data collected by questionnaire applications and narrative interviews. Based on the research results we identified in our first category of analysis and the formative expectations resulting the continued formation, the political commitment, the pedagogical practices, social and educational, the positive feeling related to the formation that arouse changes and continuity of the formation. The practice of rural teachers are based on a different approach from the conception and founded on educational policy. The main contributions of the study relate to the "lessons" learned from these teachers know-hows as a possibility of the systematization and production of a powerful academic knowledge for the formulation and development of public policies consistent with the reality of schools in rural areas. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-01-26 |
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/9596 10.20873/uft.rbec.e9596 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596 |
identifier_str_mv |
10.20873/uft.rbec.e9596 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18315 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18316 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18318 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9596/18319 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Ana Paula de Holanda Cavalcanti, Waldênia Leão de Carvalho info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Ana Paula de Holanda Cavalcanti, Waldênia Leão de Carvalho |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf text/html 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. 6 (2021): Publicação Contínua / Continuous Publication; e9596 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596 Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9596 Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e9596 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 |
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1798319758740815872 |