A look at teaching in multi-years classrooms

Detalhes bibliográficos
Autor(a) principal: de Bem, Geralda Maria
Data de Publicação: 2019
Outros Autores: Moreira da Silva, Cicero Nilton
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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spelling 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
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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
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text/html
application/pdf
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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; 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)
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instname_str 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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