When peasantry becomes a verb: peasantry the school!
Autor(a) principal: | |
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Data de Publicação: | 2020 |
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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/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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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 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/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 |
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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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