The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity
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Data de Publicação: | 2021 |
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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/10822 |
Resumo: | ABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process. |
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The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarityThe pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarityLa propuesta pedagógica para la Educación de Campo en el estado de Pernambuco: diálogos entre Educación de Campo, currículo integrado y interdisciplinaridadThe pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarityA proposta pedagógica de Educação do Campo no estado de Pernambuco: diálogos entre Educação do Campo, currículo integrado e interdisciplinaridadeABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process.ABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process.RESUMEN. La educación en el campo, como teoría y práctica educativa, tiene una historia marcada por políticas compensatorias, discontinuas y con un sesgo desarrollista sin compromiso con la provisión de una educación social de calidad. Las reflexiones aquí presentadas son el resultado de una investigación de Maestría y reflexionan sobre la praxis pedagógica de los educadores de una escuela rural, basada en los conceptos de currículo integrado e interdisciplinariedad en una escuela pública en la red pública estatal de la ciudad de Petrolina - PE. La investigación se ancló en el enfoque cualitativo, a través de la investigación descriptiva y exploratoria, con revisión bibliográfica, análisis de documentos, seguida de observación, cuestionarios y entrevistas. El análisis de los datos se basó en la comprensión del Análisis de Contenido, según Bardin (2009). Concluimos que la praxis investigada se fundamenta en la propuesta pedagógica de Educación del Campo del Estado de Pernambuco, cuyos principios se fundamentan en el concepto de currículo integrado e interdisciplinariedad, en la experiencia de planificación colectiva y reconocimiento del contexto escolar, como elementos que articulan la teoría, la docencia y la práctica comunitaria. Sin embargo, presenta una comprensión superficial en cuanto a la comprensión del movimiento interdisciplinario en la práctica, además de la necesaria inversión en el fortalecimiento del proceso de formación individual y colectiva.ABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process.A educação no campo, enquanto teoria e prática educativa tem uma história marcada por políticas compensatórias, descontínuas e com o viés desenvolvimentista sem compromisso com a oferta de uma educação de qualidade social. As reflexões aqui apresentadas são frutos de uma pesquisa de Mestrado e refletem acerca da práxis pedagógica dos/as educadores/as de uma escola do campo, a partir dos conceitos de currículo integrado e interdisciplinaridade em uma unidade escolar da rede pública estadual, da cidade de Petrolina-PE. A pesquisa se ancorou na abordagem qualitativa, através de pesquisa descritiva e exploratória, com realização de revisão bibliográfica, análise documental, seguida de observação, aplicação de questionários e realização de entrevistas. A análise de dados teve como base a compreensão da Análise de Conteúdos, segundo Bardin (2009). Concluímos que a práxis investigada está fundamentada na proposta pedagógica de Educação do Campo do Estado de Pernambuco, cujos princípios encontram-se alicerçados na concepção de currículo integrado e interdisciplinaridade, na vivência do planejamento coletivo e reconhecimento do contexto escolar, enquanto elementos articuladores da relação teoria, prática de ensino e comunidade. Todavia, apresenta uma compreensão superficial quanto ao entendimento do movimento interdisciplinar na prática, além do necessário investimento no fortalecimento do processo formativo individual e coletivo. Palavras-chave: educação do campo, currículo integrado, interdisciplinaridade. The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity ABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process. Keywords: rural education, integrated curriculum, interdisciplinarity. La propuesta pedagógica para la Educación de Campo en el estado de Pernambuco: diálogos entre Educación de Campo, currículo integrado y interdisciplinaridad RESUMEN. La educación en el campo, como teoría y práctica educativa, tiene una historia marcada por políticas compensatorias, discontinuas y con un sesgo desarrollista sin compromiso con la provisión de una educación social de calidad. Las reflexiones aquí presentadas son el resultado de una investigación de Maestría y reflexionan sobre la praxis pedagógica de los educadores de una escuela rural, basada en los conceptos de currículo integrado e interdisciplinariedad en una escuela pública en la red pública estatal de la ciudad de Petrolina - PE. La investigación se ancló en el enfoque cualitativo, a través de la investigación descriptiva y exploratoria, con revisión bibliográfica, análisis de documentos, seguida de observación, cuestionarios y entrevistas. El análisis de los datos se basó en la comprensión del Análisis de Contenido, según Bardin (2009). Concluimos que la praxis investigada se fundamenta en la propuesta pedagógica de Educación del Campo del Estado de Pernambuco, cuyos principios se fundamentan en el concepto de currículo integrado e interdisciplinariedad, en la experiencia de planificación colectiva y reconocimiento del contexto escolar, como elementos que articulan la teoría, la docencia y la práctica comunitaria. Sin embargo, presenta una comprensión superficial en cuanto a la comprensión del movimiento interdisciplinario en la práctica, además de la necesaria inversión en el fortalecimiento del proceso de formación individual y colectiva. Palabras clave: educación rural, currículo integrado, interdisciplinariedad.Universidade Federal do Tocantins2021-05-16info: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/1082210.20873/uft.rbec.e10822Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e10822Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e108222525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18668https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18669https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18670https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18671Copyright (c) 2021 Odair França de Carvalho, Josenilde Lima Santosinfo:eu-repo/semantics/openAccess Carvalho, Odair França deSantos, Josenilde Lima2021-05-16T20:04:06Zoai:ojs.revista.uft.edu.br:article/10822Revistahttps://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:2021-05-16T20:04:06Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity La propuesta pedagógica para la Educación de Campo en el estado de Pernambuco: diálogos entre Educación de Campo, currículo integrado y interdisciplinaridad The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity A proposta pedagógica de Educação do Campo no estado de Pernambuco: diálogos entre Educação do Campo, currículo integrado e interdisciplinaridade |
title |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
spellingShingle |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity Carvalho, Odair França de |
title_short |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
title_full |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
title_fullStr |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
title_full_unstemmed |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
title_sort |
The pedagogical proposal for Rural Education in the state of Pernambuco: dialogues between Rural Education, integrated curriculum and interdisciplinarity |
author |
Carvalho, Odair França de |
author_facet |
Carvalho, Odair França de Santos, Josenilde Lima |
author_role |
author |
author2 |
Santos, Josenilde Lima |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Carvalho, Odair França de Santos, Josenilde Lima |
description |
ABSTRACT. Rural education, as an educational theory and practice, has a history marked by compensatory, discontinuous policies and with a developmentalist bias without commitment to the provision of social quality education. The reflections presented here are the result of a Master's research and reflect on the pedagogical praxis of educators from a rural school, based on the concepts of integrated curriculum and interdisciplinarity in a school unit of the state public system, in the city of Petrolina-PE. The research was anchored in the qualitative approach, through descriptive and exploratory research, with bibliographic review, document analysis, followed by observation, questionnaires and interviews. Data analysis was based on the understanding of Content Analysis, according to Bardin (2009). We conclude that the investigated praxis is based on the pedagogical proposal of Education of the Countryside of the State of Pernambuco, whose principles are based on the concept of integrated curriculum and interdisciplinarity, in the experience of collective planning and recognition of the school context, as articulating elements of the theory relationship, teaching and community practice. However, it presents a superficial understanding as to the understanding of the interdisciplinary movement in practice, in addition to the necessary investment in strengthening the individual and collective training process. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-05-16 |
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/10822 10.20873/uft.rbec.e10822 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822 |
identifier_str_mv |
10.20873/uft.rbec.e10822 |
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/10822/18668 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18669 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18670 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10822/18671 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Odair França de Carvalho, Josenilde Lima Santos info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Odair França de Carvalho, Josenilde Lima Santos |
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. 6 (2021): Publicação Contínua / Continuous Publication; e10822 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822 Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10822 Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e10822 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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