A look at teaching in multi-years classrooms
Autor(a) principal: | |
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Data de Publicação: | 2019 |
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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/5242 |
Resumo: | ABSTRACT. When we approach the multi-years classrooms, we need relate them to the rural location, since this is the place in which there is the school organization practice under this structure and functioning, that is, showing in the same classroom, students of different age groups and cognitive levels. Although it is presented in others scenes, however, it is in the field that the identity of the multi-years classrooms is constituted, being its presence alive in the Brazilian educational scene. This article, however, aims at reflecting about this issue, using as methodological procedure the bibliographical research. Therefore, in order to allow a theoretical review about the theme, we will seek contributions in authors, such as Arroyo and Fernandes (1999), Tardif (2002), Santos and Moura (2010), Azevedo and Queiroz (2010), among others, who discuss the thematic at issue. In short, this work has showed us the need to deepen the reflection about the teaching at schools with multi-years classrooms and teaching knowledge that permeates pedagogical practice of teachers who teach this modality of teaching. |
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A look at teaching in multi-years classroomsA look at teaching in multi-years classroomsUna mirada sobre la enseñanza en clase multianosA look at teaching in multi-years classroomsUm olhar sobre o ensino nas classes multianosABSTRACT. When we approach the multi-years classrooms, we need relate them to the rural location, since this is the place in which there is the school organization practice under this structure and functioning, that is, showing in the same classroom, students of different age groups and cognitive levels. Although it is presented in others scenes, however, it is in the field that the identity of the multi-years classrooms is constituted, being its presence alive in the Brazilian educational scene. This article, however, aims at reflecting about this issue, using as methodological procedure the bibliographical research. Therefore, in order to allow a theoretical review about the theme, we will seek contributions in authors, such as Arroyo and Fernandes (1999), Tardif (2002), Santos and Moura (2010), Azevedo and Queiroz (2010), among others, who discuss the thematic at issue. In short, this work has showed us the need to deepen the reflection about the teaching at schools with multi-years classrooms and teaching knowledge that permeates pedagogical practice of teachers who teach this modality of teaching.ABSTRACT. When we approach the multi-years classrooms, we need relate them to the rural location, since this is the place in which there is the school organization practice under this structure and functioning, that is, showing in the same classroom, students of different age groups and cognitive levels. Although it is presented in others scenes, however, it is in the field that the identity of the multi-years classrooms is constituted, being its presence alive in the Brazilian educational scene. This article, however, aims at reflecting about this issue, using as methodological procedure the bibliographical research. Therefore, in order to allow a theoretical review about the theme, we will seek contributions in authors, such as Arroyo and Fernandes (1999), Tardif (2002), Santos and Moura (2010), Azevedo and Queiroz (2010), among others, who discuss the thematic at issue. In short, this work has showed us the need to deepen the reflection about the teaching at schools with multi-years classrooms and teaching knowledge that permeates pedagogical practice of teachers who teach this modality of teaching.RESUMEN. Al abordar las clases multianos, necesitamos relacionarlas al espacio rural, ya que ese es el territorio en el que existe la práctica de la organización escolar bajo esta estructura y funcionamiento, o sea, presentando en una misma aula, discentes de diferentes grupos de edad y niveles cognitivos igualmente diversos. Aunque se presentan en otros escenarios, sin embargo, es en el campo que se constituye la identidad de las clases multianos, siendo su presencia viva en el escenario educativo brasileño. Este artículo, por lo tanto, objetiva reflexionar acerca de esta problemática, utilizando como procedimiento metodológico la investigación bibliográfica. Para ello, a fin de posibilitar una revisión teórica sobre el tema, buscaremos aporte en autores, como Arroyo y Fernandes (1999), Tardif (2002), Santos y Moura (2010), Azevedo y Queiroz (2010), entre otros, que tratan de la temática en estudio. En síntesis este trabajo nos evidenció la necesidad de profundizar la reflexión acerca de la enseñanza en las escuelas con clases multianos y los saberes docentes que permean la práctica pedagógica de los profesores que enseñan en esa modalidad de enseñanza.Ao abordarmos as classes multianos, precisamos relacioná-las ao espaço rural, uma vez que esse é o território no qual existe a prática da organização escolar sob esta estrutura e funcionamento, ou seja, apresentando em uma mesma sala de aula, discentes de diferentes faixas etárias e níveis cognitivos igualmente diversos. Embora se apresentem em outros cenários, no entanto, é no campo que se constitui a identidade das classes multianos, sendo sua presença viva no cenário educacional brasileiro. Este artigo, portanto, objetiva refletir acerca desta problemática, utilizando como procedimento metodológico a pesquisa bibliográfica. Para tanto, a fim de possibilitar uma revisão teórica sobre o tema, buscaremos aporte em autores, como Arroyo e Fernandes (1999), Tardif (2002), Santos e Moura (2010), Azevedo e Queiroz (2010), dentre outros, que tratam da temática em estudo. Em síntese este trabalho nos evidenciou a necessidade de aprofundarmos a reflexão acerca do ensino nas escolas com classes multianos e os saberes docentes que permeiam a prática pedagógica dos professores que lecionam nessa modalidade de ensino. Palavras-chave: Classes Multianos, Ensino, Saberes Docentes. A look at teaching in multi-years classrooms ABSTRACT. When we approach the multi-years classrooms, we need relate them to the rural location, since this is the place in which there is the school organization practice under this structure and functioning, that is, showing in the same classroom, students of different age groups and cognitive levels. Although it is presented in others scenes, however, it is in the field that the identity of the multi-years classrooms is constituted, being its presence alive in the Brazilian educational scene. This article, however, aims at reflecting about this issue, using as methodological procedure the bibliographical research. Therefore, in order to allow a theoretical review about the theme, we will seek contributions in authors, such as Arroyo and Fernandes (1999), Tardif (2002), Santos and Moura (2010), Azevedo and Queiroz (2010), among others, who discuss the thematic at issue. In short, this work has showed us the need to deepen the reflection about the teaching at schools with multi-years classrooms and teaching knowledge that permeates pedagogical practice of teachers who teach this modality of teaching. Keywords: Multi-years Classrooms, Education, Teaching Knowledge. Una mirada sobre la enseñanza en clase multianos RESUMEN. Al abordar las clases multianos, necesitamos relacionarlas al espacio rural, ya que ese es el territorio en el que existe la práctica de la organización escolar bajo esta estructura y funcionamiento, o sea, presentando en una misma aula, discentes de diferentes grupos de edad y niveles cognitivos igualmente diversos. Aunque se presentan en otros escenarios, sin embargo, es en el campo que se constituye la identidad de las clases multianos, siendo su presencia viva en el escenario educativo brasileño. Este artículo, por lo tanto, objetiva reflexionar acerca de esta problemática, utilizando como procedimiento metodológico la investigación bibliográfica. Para ello, a fin de posibilitar una revisión teórica sobre el tema, buscaremos aporte en autores, como Arroyo y Fernandes (1999), Tardif (2002), Santos y Moura (2010), Azevedo y Queiroz (2010), entre otros, que tratan de la temática en estudio. En síntesis este trabajo nos evidenció la necesidad de profundizar la reflexión acerca de la enseñanza en las escuelas con clases multianos y los saberes docentes que permean la práctica pedagógica de los profesores que enseñan en esa modalidad de enseñanza. Palabras clave: Clases Multianos, Enseñanza, Conocimientos Docentes.Universidade Federal do Tocantins2019-04-17info: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/524210.20873/uft.rbec.v4e5242Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e5242Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e52422525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/14933https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/14934https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/15056https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/15057Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessde Bem, Geralda MariaMoreira da Silva, Cicero Nilton2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/5242Revistahttps://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 |
A look at teaching in multi-years classrooms A look at teaching in multi-years classrooms Una mirada sobre la enseñanza en clase multianos A look at teaching in multi-years classrooms Um olhar sobre o ensino nas classes multianos |
title |
A look at teaching in multi-years classrooms |
spellingShingle |
A look at teaching in multi-years classrooms de Bem, Geralda Maria |
title_short |
A look at teaching in multi-years classrooms |
title_full |
A look at teaching in multi-years classrooms |
title_fullStr |
A look at teaching in multi-years classrooms |
title_full_unstemmed |
A look at teaching in multi-years classrooms |
title_sort |
A look at teaching in multi-years classrooms |
author |
de Bem, Geralda Maria |
author_facet |
de Bem, Geralda Maria Moreira da Silva, Cicero Nilton |
author_role |
author |
author2 |
Moreira da Silva, Cicero Nilton |
author2_role |
author |
dc.contributor.author.fl_str_mv |
de Bem, Geralda Maria Moreira da Silva, Cicero Nilton |
description |
ABSTRACT. When we approach the multi-years classrooms, we need relate them to the rural location, since this is the place in which there is the school organization practice under this structure and functioning, that is, showing in the same classroom, students of different age groups and cognitive levels. Although it is presented in others scenes, however, it is in the field that the identity of the multi-years classrooms is constituted, being its presence alive in the Brazilian educational scene. This article, however, aims at reflecting about this issue, using as methodological procedure the bibliographical research. Therefore, in order to allow a theoretical review about the theme, we will seek contributions in authors, such as Arroyo and Fernandes (1999), Tardif (2002), Santos and Moura (2010), Azevedo and Queiroz (2010), among others, who discuss the thematic at issue. In short, this work has showed us the need to deepen the reflection about the teaching at schools with multi-years classrooms and teaching knowledge that permeates pedagogical practice of teachers who teach this modality of teaching. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-04-17 |
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/5242 10.20873/uft.rbec.v4e5242 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242 |
identifier_str_mv |
10.20873/uft.rbec.v4e5242 |
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/5242/14933 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/14934 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/15056 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5242/15057 |
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 |
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. 4 (2019): Publicação Contínua / Continuous Publication; e5242 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242 Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e5242 Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e5242 2525-4863 reponame:Revista Brasileira de Educação do Campo instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
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UFT |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo |
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Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT) |
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gustavo.araujo@uft.edu.br||rbec@uft.edu.br||gustavo.araujo@uft.edu.br|| rbec@uft.edu.br |
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