Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF)
Autor(a) principal: | |
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Data de Publicação: | 2019 |
Outros Autores: | , , |
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/7178 |
Resumo: | Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles. |
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Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF)Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF)Educación del Campo en giro decolonial: la experiencia del Tiempo Comunidad en la Universidad Federal Fluminense (UFF)Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF)Educação do Campo em giro decolonial: a experiência do Tempo Comunidade na Universidade Federal Fluminense (UFF)Field Education, Pedagogy of Alternation, Training of rural educators, Community-Time, Decolonization.Educación de campo, Pedagogía de la Alternancia, Formación de educadores del campo, Tiempo Comunidad, Decolonialidad.Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles.Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles.Resumen: La Educación del Campo en Brasil, en cinco décadas, ha estado construyendo una práctica educativa que valora e incluye los sujetos, el conocimiento y las experiencias sociales del campo; es decir, la Pedagogía de la Alternancia. En el contexto universitario, la Alternancia reorganiza los espaciostiempos de aprendizaje en Tiempo Universidad y Tiempo Comunidad y, por lo tanto, propone cuestionamientos a la lógica de la colonialidad/modernidad del saber impuesta a la América Latina. En esta reorganización, la presente investigación tiene como objetivo: conocer el proceso de construcción del Tiempo Comunitario, implementado en la Licenciatura Interdisciplinar en Educación del Campo (UFF) para, entonces, identificar los elementos pedagógicos decoloniales que potencializan la formación de educadores del campo. Metodológicamente, adoptamos una propuesta de investigación cualitativa inscrita en el enfoque interpretativo. Para recopilar la información realizamos entrevistas semiestructuradas con 5 profesores y 12 estudiantes del curso; análisis documental de los 12 proyectos de los ejes temáticos del Tiempo Comunidad. Los principales resultados indican la importancia del Tiempo Comunidad en la formación de los educadores del campo, así como en los procesos de transformación de la realidad. Igualmente, el poder de la acción-reflexión del Tiempo Comunidad en la activación de acciones para fortalecer la ciudadanía y la organización de luchas emancipatorias.Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles.A Educação do Campo no Brasil, em cinco décadas, vem construindo uma prática educativa que valoriza e inclui os sujeitos, os saberes e as experiências sociais do campo; ou seja, a Pedagogia da Alternância. Em âmbito universitário, a Alternância reorganiza os espaçostempos de aprendizagens em Tempo Universidade e Tempo Comunidade e, portanto, propõe questionamentos à lógica da colonialidade/modernidade do saber, imposta à América Latina. Nessa reorganização, a presente pesquisa tem por objetivo: conhecer o processo de construção do Tempo Comunidade, implementado na Licenciatura Interdisciplinar em Educação do Campo (UFF) para, então, identificar os elementos pedagógicos decoloniais que potencializam a formação de educadores do campo. Metodologicamente, adotamos uma proposta de pesquisa qualitativa inscrita no enfoque interpretativo. Para coletar as informações realizamos entrevistas semiestruturadas com 5 docentes e 12 estudantes do curso; análise documental dos 12 projetos dos eixos temáticos do Tempo Comunidade. Os principais resultados sinalizam a importância do Tempo Comunidade na formação de educadores do campo, bem como nos processos de transformação da realidade. Igualmente, o poder da ação-reflexão do Tempo Comunidade em desencadear ações de fortalecimento da cidadania e da organização de lutas emancipatórias. Palavras-chave: Educação do Campo, Pedagogia da Alternância, Formação de Educadores do Campo, Tempo Comunidade, Decolonialidade. Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles. Keywords: Rural Education, Pedagogy of Alternation, Training of Rural Educators, Community-Time, Decolonization. Educación del Campo en giro decolonial: la experiencia del Tiempo Comunidad en la Universidad Federal Fluminense (UFF) Resumen: La Educación del Campo en Brasil, en cinco décadas, ha estado construyendo una práctica educativa que valora e incluye los sujetos, el conocimiento y las experiencias sociales del campo; es decir, la Pedagogía de la Alternancia. En el contexto universitario, la Alternancia reorganiza los espaciostiempos de aprendizaje en Tiempo Universidad y Tiempo Comunidad y, por lo tanto, propone cuestionamientos a la lógica de la colonialidad/modernidad del saber impuesta a la América Latina. En esta reorganización, la presente investigación tiene como objetivo: conocer el proceso de construcción del Tiempo Comunitario, implementado en la Licenciatura Interdisciplinar en Educación del Campo (UFF) para, entonces, identificar los elementos pedagógicos decoloniales que potencializan la formación de educadores del campo. Metodológicamente, adoptamos una propuesta de investigación cualitativa inscrita en el enfoque interpretativo. Para recopilar la información realizamos entrevistas semiestructuradas con 5 profesores y 12 estudiantes del curso; análisis documental de los 12 proyectos de los ejes temáticos del Tiempo Comunidad. Los principales resultados indican la importancia del Tiempo Comunidad en la formación de los educadores del campo, así como en los procesos de transformación de la realidad. Igualmente, el poder de la acción-reflexión del Tiempo Comunidad en la activación de acciones para fortalecer la ciudadanía y la organización de luchas emancipatorias. Palabras clave: Educación del Campo, Pedagogía de la Alternancia, Formación de Educadores del Campo, Tiempo Comunidad, Decolonialidad.Universidade Federal do Tocantins2019-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/717810.20873/uft.rbec.e7178Brazilian Journal of Rural Education; Bd. 4 (2019): Publicação Contínua / Continuous Publication; e7178Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e71782525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16107https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16108https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16304https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16305Copyright (c) 2019 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessAndrade, Francisca Marli Rodrigues deNogueira, Letícia Pereira MendesNeves, Lucas do CoutoRodrigues, Marcela Pereira Mendes2020-12-28T21:54:23Zoai:ojs.revista.uft.edu.br:article/7178Revistahttps://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 |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) Educación del Campo en giro decolonial: la experiencia del Tiempo Comunidad en la Universidad Federal Fluminense (UFF) Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) Educação do Campo em giro decolonial: a experiência do Tempo Comunidade na Universidade Federal Fluminense (UFF) |
title |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
spellingShingle |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) Andrade, Francisca Marli Rodrigues de Field Education, Pedagogy of Alternation, Training of rural educators, Community-Time, Decolonization. Educación de campo, Pedagogía de la Alternancia, Formación de educadores del campo, Tiempo Comunidad, Decolonialidad. |
title_short |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
title_full |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
title_fullStr |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
title_full_unstemmed |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
title_sort |
Rural Education in a Decolonial Turn: the Community-Time Experience at the Fluminense Federal University (UFF) |
author |
Andrade, Francisca Marli Rodrigues de |
author_facet |
Andrade, Francisca Marli Rodrigues de Nogueira, Letícia Pereira Mendes Neves, Lucas do Couto Rodrigues, Marcela Pereira Mendes |
author_role |
author |
author2 |
Nogueira, Letícia Pereira Mendes Neves, Lucas do Couto Rodrigues, Marcela Pereira Mendes |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Andrade, Francisca Marli Rodrigues de Nogueira, Letícia Pereira Mendes Neves, Lucas do Couto Rodrigues, Marcela Pereira Mendes |
dc.subject.por.fl_str_mv |
Field Education, Pedagogy of Alternation, Training of rural educators, Community-Time, Decolonization. Educación de campo, Pedagogía de la Alternancia, Formación de educadores del campo, Tiempo Comunidad, Decolonialidad. |
topic |
Field Education, Pedagogy of Alternation, Training of rural educators, Community-Time, Decolonization. Educación de campo, Pedagogía de la Alternancia, Formación de educadores del campo, Tiempo Comunidad, Decolonialidad. |
description |
Abstract: Rural Education in Brazil, in five decades, has been constructing an educational practice that values and includes the subjects, the lores and the social experiences of the countryside; that is, the Pedagogy of Alternation. In the university context, Alternance reorganizes the spaces of learning in Community-Time (CT) and School-Time (ST) and, therefore, proposes questions to the logics of colonization/modernity of knowledge, imposed on Latin America. In this reorganization, the present research has as objective: to know the process of construction of Community-Time, implemented in the Interdisciplinary Degree in Rural Education (UFF), to identify decolonial pedagogical elements that potentiate the formation of educators in the rural zone. Methodologically, we adopted a qualitative-oriented research, which is inscribed in the interpretative approach. To collect data, we performed semi-structured interviews with 5 teachers and 12 students; documentary analysis of the 12 projects of the Thematic Fields of Community-Time. The main results point to the importance of Community-Time in of rural educators’ formation as well as in the processes of transformation of reality. Likewise, the power of action-reflection of the Community-Time in encouraging actions to strengthen citizenship and the organization of emancipatory struggles. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-12-19 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178 10.20873/uft.rbec.e7178 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178 |
identifier_str_mv |
10.20873/uft.rbec.e7178 |
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/7178/16107 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16108 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16304 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/7178/16305 |
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; e7178 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178 Revista Brasileña de Educación Rural; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178 Brazilian Journal of Rural Education; Vol. 4 (2019): Publicação Contínua / Continuous Publication; e7178 Revista Brasileira de Educação do Campo; v. 4 (2019): Publicação Contínua / Continuous Publication; e7178 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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