When peasantry becomes a verb: peasantry the school!

Detalhes bibliográficos
Autor(a) principal: de Siqueira, Camila Zucon Ramos
Data de Publicação: 2020
Outros Autores: Almeida Martins, Maria de Fátima
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/9157
Resumo: ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling.
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spelling When peasantry becomes a verb: peasantry the school! When peasantry becomes a verb: peasantry the school!Cuando el campesinado se convierte en verbo: ¡campesinar la escuela! When peasantry becomes a verb: peasantry the school!Quando campesinato vira verbo: campesinar a escola!ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling.ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling.RESUMEN. El objetivo de este artículo es discutir la relación entre el campesinado, el proceso educativo del trabajo campesino y la escuela. Para lidiar con esta cuestión, se ha analizado la literatura sobre el campesinado, la Educación Rural y la Pedagogía de la Alternancia, así como el análisis de los datos de la investigación de doctorado desempeñada en el territorio norte del estado de Espírito Santo, en la región sureste de Brasil, donde la pedagogía campesina se ha expandido a varias escuelas públicas. La Pedagogía de la Alternancia, una de las formas encontradas por los campesinos para educar a sus hijos, trae la voz del campesinado, y sus prácticas productivas y culturales, hacia el propio proceso formativo, configurándose como pilar de esta experiencia la triada tierra, trabajo y familia. Lo que hemos encontrado en nuestra investigación es una práctica del movimiento campesino y su intento de incluir la escuela en la manutención de esta triada con el propósito de educar críticamente, involucrándose en un proyecto educativo que atienda no sólo horizontes de escolarización, sino también verdaderos horizontes de emancipación colectivamente construidos.ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling.O objetivo deste artigo é discutir a relação entre o campesinato, o processo educativo do trabalho camponês e a escola. Para lidar com essa questão partiu-se de leituras sobre o campesinato, Educação do Campo e Pedagogia da Alternância, assim como da análise dos dados da pesquisa de doutorado desenvolvida no território norte do Espírito Santo, região Sudeste do Brasil, onde a pedagogia camponesa tem sido expandida para várias escolas públicas. A Pedagogia da Alternância, uma das formas encontrada pelos camponeses para educar seus filhos, traz a voz e as práticas produtivas e culturais campesinas para o processo formativo, sendo a tríade terra, trabalho e família o pilar dessa experiência. O que encontramos nessa pesquisa foi uma prática do movimento camponês e seu intento de incluir a escola na manutenção dessa tríade com o propósito de educar de forma crítica, implicando um projeto educativo que atenda horizontes de emancipação construídos coletivamente – não somente de escolarização. Palavras-chave: Campesinato, Educação do Campo, Escola Camponesa. When peasantry becomes a verb: peasantry the school!                                              ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling. Keywords: Peasantry, Countryside Education, Peasant School.   Cuando el campesinado se convierte en verbo: ¡campesinar la escuela! RESUMEN. El objetivo de este artículo es discutir la relación entre el campesinado, el proceso educativo del trabajo campesino y la escuela. Para lidiar con esta cuestión, se ha analizado la literatura sobre el campesinado, la Educación Rural y la Pedagogía de la Alternancia, así como el análisis de los datos de la investigación de doctorado desempeñada en el territorio norte del estado de Espírito Santo, en la región sureste de Brasil, donde la pedagogía campesina se ha expandido a varias escuelas públicas. La Pedagogía de la Alternancia, una de las formas encontradas por los campesinos para educar a sus hijos, trae la voz del campesinado, y sus prácticas productivas y culturales, hacia el propio proceso formativo, configurándose como pilar de esta experiencia la triada tierra, trabajo y familia. Lo que hemos encontrado en nuestra investigación es una práctica del movimiento campesino y su intento de incluir la escuela en la manutención de esta triada con el propósito de educar críticamente, involucrándose en un proyecto educativo que atienda no sólo horizontes de escolarización, sino también verdaderos horizontes de emancipación colectivamente construidos. Palabras clave: Campesinado, Educación Rural, Escuela Campesina.Universidade Federal do Tocantins2020-10-17info: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/915710.20873/uft.rbec.e9157Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e9157Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e91572525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17604https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17605https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17606https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17607Copyright (c) 2020 Camila Zucon Ramos de Siqueira, Maria de Fátima Almeida Martinsinfo:eu-repo/semantics/openAccessde Siqueira, Camila Zucon RamosAlmeida Martins, Maria de Fátima2020-10-17T12:51:53Zoai:ojs.revista.uft.edu.br:article/9157Revistahttps://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:2020-10-17T12:51:53Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv When peasantry becomes a verb: peasantry the school!
When peasantry becomes a verb: peasantry the school!
Cuando el campesinado se convierte en verbo: ¡campesinar la escuela!
When peasantry becomes a verb: peasantry the school!
Quando campesinato vira verbo: campesinar a escola!
title When peasantry becomes a verb: peasantry the school!
spellingShingle When peasantry becomes a verb: peasantry the school!
de Siqueira, Camila Zucon Ramos
title_short When peasantry becomes a verb: peasantry the school!
title_full When peasantry becomes a verb: peasantry the school!
title_fullStr When peasantry becomes a verb: peasantry the school!
title_full_unstemmed When peasantry becomes a verb: peasantry the school!
title_sort When peasantry becomes a verb: peasantry the school!
author de Siqueira, Camila Zucon Ramos
author_facet de Siqueira, Camila Zucon Ramos
Almeida Martins, Maria de Fátima
author_role author
author2 Almeida Martins, Maria de Fátima
author2_role author
dc.contributor.author.fl_str_mv de Siqueira, Camila Zucon Ramos
Almeida Martins, Maria de Fátima
description ABSTRACT. The purpose of this article is to discuss the relationship between the peasantry, the educational process of peasant work and the school. To deal with this issue, we started with readings on the peasantry, Rural Education and Pedagogy of Alternation, as well as the analysis of data from the doctoral research developed in the northern territory of Espírito Santo, in the Southeast of Brazil, where peasant pedagogy has been expanded to several public schools. Pedagogy of Alternation, one of the ways found by peasants to educate their children, brings the voice and peasant productive and cultural practices to the training process, with the triad of land, work and family being the pillar of this experience. What we found in this research was a practice of the peasant movement and its attempt to include the school in the maintenance of this triad with the purpose of educating critically, implying an educational project that meets the horizons of emancipation built collectively - not only of schooling.
publishDate 2020
dc.date.none.fl_str_mv 2020-10-17
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157
10.20873/uft.rbec.e9157
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157
identifier_str_mv 10.20873/uft.rbec.e9157
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/9157/17604
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17605
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17606
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9157/17607
dc.rights.driver.fl_str_mv Copyright (c) 2020 Camila Zucon Ramos de Siqueira, Maria de Fátima Almeida Martins
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Camila Zucon Ramos de Siqueira, Maria de Fátima Almeida Martins
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. 5 (2020): Publicação Contínua / Continuous Publication; e9157
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e9157
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e9157
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
instacron:UFT
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)
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