Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences

Detalhes bibliográficos
Autor(a) principal: Valadão, Alberto Dias
Data de Publicação: 2018
Outros Autores: Backes, José Licínio
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/5012
Resumo: ABSTRACT. This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational.
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spelling Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differencesPedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differencesPedagogía de la Alternancia en el CEFFA de Ji-Paraná/Rondônia: El énfasis en la identidad que produce diferenciasPedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differencesA Pedagogia da Alternância no CEFFA de Ji-Paraná/Rondônia: A ênfase na identidade que produz diferençasABSTRACT. This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational.ABSTRACT. This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational.RESUMEN. El artículo es fruto de una investigación que tuvo como objetivo identificar y analizar cómo son producidas y negociadas las identidades/diferencias de jóvenes del campo en el espacio educativo del Centro Familiar de Formación en la Alternancia (CEFFA) de Ji-Paraná, en Rondônia, fundado en la Formación en  Alternancia. El trabajo recurre al campo teórico de los Estudios Culturales pos-estructuralistas, principalmente las ideas de autores que conciben las identidades como contingentes, marcadas por la diferencia. Se recurre, también, a algunas teorías de la Educación del Campo, articulándolas con los Estudios Culturales. Como procedimiento metodológico, se hizo uso de la entrevista con alumnos y tutores, de la observación de los mismos, así como de su interrelación con los otros sujetos y con el ambiente académico donde están insertos, además del análisis de documentos curriculares de la Pedagogía de la Alternancia. El estudio mostró que las identidades producidas en el espacio educativo del CEFFA son desestabilizadas por las diferencias, entrelazadas por incontables prácticas culturales y, por eso mismo, discontinuas, descentradas, fragmentadas, relacionales.O artigo é fruto de uma pesquisa que teve como objetivo identificar e analisar como são produzidas e negociadas as identidades/diferenças de jovens do campo no espaço educativo do Centro Familiar de Formação por Alternância (CEFFA) de Ji-Paraná, em Rondônia, fundado na Formação em Alternância. O trabalho recorre ao campo teórico dos Estudos Culturais pós-estruturalistas, principalmente às ideias de autores que concebem as identidades como contingentes, marcadas pela diferença. Recorre-se, ainda, a alguns teóricos da Educação do Campo, articulando-os com os Estudos Culturais. Como procedimento metodológico, fez-se uso da entrevista com alunos e monitores, da observação de alunos e monitores, bem como de sua inter-relação com os outros sujeitos e o ambiente acadêmico onde estão inseridos, além da análise de documentos curriculares da Pedagogia da Alternância. O estudo mostrou que as identidades produzidas no espaço educativo do CEFFA são desestabilizadas pelas diferenças, entrelaçadas por inúmeras práticas culturais e, por isso mesmo, descontínuas, descentradas, fragmentadas, relacionais.  Palavras-chave: Pedagogia da Alternância, Identidades, Diferenças.   Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences ABSTRACT. This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational. Keywords: Pedagogy of Alternation, Identities, Differences.   Pedagogía de la Alternancia en el CEFFA de Ji-Paraná/Rondônia: El énfasis en la identidad que produce diferencias RESUMEN. El artículo es fruto de una investigación que tuvo como objetivo identificar y analizar cómo son producidas y negociadas las identidades/diferencias de jóvenes del campo en el espacio educativo del Centro Familiar de Formación en la Alternancia (CEFFA) de Ji-Paraná, en Rondônia, fundado en la Formación en  Alternancia. El trabajo recurre al campo teórico de los Estudios Culturales pos-estructuralistas, principalmente las ideas de autores que conciben las identidades como contingentes, marcadas por la diferencia. Se recurre, también, a algunas teorías de la Educación del Campo, articulándolas con los Estudios Culturales. Como procedimiento metodológico, se hizo uso de la entrevista con alumnos y tutores, de la observación de los mismos, así como de su interrelación con los otros sujetos y con el ambiente académico donde están insertos, además del análisis de documentos curriculares de la Pedagogía de la Alternancia. El estudio mostró que las identidades producidas en el espacio educativo del CEFFA son desestabilizadas por las diferencias, entrelazadas por incontables prácticas culturales y, por eso mismo, discontinuas, descentradas, fragmentadas, relacionales. Palabras clave: Pedagogía de la Alternancia, Identidades, Diferencias.Universidade Federal do Tocantins2018-07-27info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/501210.20873/uft.2525-4863.2018v3n2p549Brazilian Journal of Rural Education; Bd. 3 Nr. 2 (2018): Mai./Ago.; 549-577Brazilian Journal of Rural Education; Vol. 3 No. 2 (2018): Mai./Ago.; 549-577Revista Brasileña de Educación Rural; Vol. 3 Núm. 2 (2018): Mai./Ago.; 549-577Brazilian Journal of Rural Education; Vol. 3 No. 2 (2018): Mai./Ago.; 549-577Revista Brasileira de Educação do Campo; v. 3 n. 2 (2018): Mai./Ago.; 549-5772525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5012/13683https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5012/13684Copyright (c) 2018 Revista Brasileira de Educação do Campoinfo:eu-repo/semantics/openAccessValadão, Alberto DiasBackes, José Licínio2018-09-21T12:48:14Zoai:ojs.revista.uft.edu.br:article/5012Revistahttps://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:2018-09-21T12:48:14Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
Pedagogía de la Alternancia en el CEFFA de Ji-Paraná/Rondônia: El énfasis en la identidad que produce diferencias
Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
A Pedagogia da Alternância no CEFFA de Ji-Paraná/Rondônia: A ênfase na identidade que produz diferenças
title Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
spellingShingle Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
Valadão, Alberto Dias
title_short Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
title_full Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
title_fullStr Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
title_full_unstemmed Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
title_sort Pedagogy of Alternation in CEFFA in Ji-Paraná/Rondônia: The emphasis on the identity that produces differences
author Valadão, Alberto Dias
author_facet Valadão, Alberto Dias
Backes, José Licínio
author_role author
author2 Backes, José Licínio
author2_role author
dc.contributor.author.fl_str_mv Valadão, Alberto Dias
Backes, José Licínio
description ABSTRACT. This paper has stemmed from a research aiming to identify and analyze the way that identities/differences of young rural people have been produced and negotiated in the educational setting of the Family Center for Education in Alternation (CEFFA) in Ji-Paraná, Rondônia, grounded on Education in Alternation. The study was supported by the theoretical field of post-structuralist Cultural Studies, particularly on authors that regard identities as contingent and marked by difference. Furthermore, the ideas of some theorists of Rural Education were articulated with Cultural Studies. Interview with students and monitors, observation of them and their interrelation with the other subjects and their academic environment, as well as analysis of curricular documents of Pedagogy of Alternation, were used as methodological procedures. The study showed that the identities produced in the educational setting of CEFFA have been destabilized by differences, intertwined with a number of cultural practices and, hence, they are discontinuous, decentered, fragmented, and relational.
publishDate 2018
dc.date.none.fl_str_mv 2018-07-27
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/5012
10.20873/uft.2525-4863.2018v3n2p549
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5012
identifier_str_mv 10.20873/uft.2525-4863.2018v3n2p549
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5012/13683
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/5012/13684
dc.rights.driver.fl_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2018 Revista Brasileira de Educação do Campo
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 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. 3 Nr. 2 (2018): Mai./Ago.; 549-577
Brazilian Journal of Rural Education; Vol. 3 No. 2 (2018): Mai./Ago.; 549-577
Revista Brasileña de Educación Rural; Vol. 3 Núm. 2 (2018): Mai./Ago.; 549-577
Brazilian Journal of Rural Education; Vol. 3 No. 2 (2018): Mai./Ago.; 549-577
Revista Brasileira de Educação do Campo; v. 3 n. 2 (2018): Mai./Ago.; 549-577
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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