Between the countryside and the city: struggles for the right to an eminently peasant education
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2021 |
| 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/10741 |
Resumo: | ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade. |
| id |
UFT-5_ecf2bbef5098b46962e81b3bdbe0bf00 |
|---|---|
| oai_identifier_str |
oai:ojs.revista.uft.edu.br:article/10741 |
| network_acronym_str |
UFT-5 |
| network_name_str |
Revista Brasileira de Educação do Campo |
| repository_id_str |
|
| spelling |
Between the countryside and the city: struggles for the right to an eminently peasant educationBetween the countryside and the city: struggles for the right to an eminently peasant educationEntre el campo y la ciudad: las luchas por el derecho a una educación eminentemente campesinaBetween the countryside and the city: struggles for the right to an eminently peasant educationEntre o campo e a cidade: as lutas pelo direito a uma educação eminentemente camponesaRural Education; Teacher training; Pronera.Educación del campo; Formación del profesorado; Pronera.ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade.ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade.RESUMEN. Desde una perspectiva teórica e interpretativa, este artículo tiene como objetivo discutir el contexto sociopolítico de la propuesta de formación de profesores para la Educación del Campo a partir de las presiones de los movimientos del campo y la participación de las asociaciones institucionales. Así, ¿cómo fue el proceso sociopolítico para la participación del Estado y las instituciones para promover la formación de los profesores en el campo? De este modo, busca presentar las diferencias entre las realidades educativas que se ofrecen en el campo y en la ciudad de Brasil; discutir el surgimiento de la demanda de una educación campesina específica como un proceso de resistencia a los intereses agroindustriales en el siglo XX; y presentar la inserción de las demandas sociales del campo en las directrices estatales a través de la Pronera y la adopción de universidades públicas en la formación de profesores en el campo. El estudio es cualitativo, explicativo y bibliográfico basado en la educación del país como espacio para la lucha social. Como resultado, se evidenció que las acciones políticas e institucionales encaminadas a la formación de docentes en el campo se dieron como resultado de las presiones de los movimientos sociales, con el debido énfasis en el MST, junto con el Estado y las instituciones públicas, que cumplieron con las exigencias de los movimientos sociales demandas a través de la articulación entre Pronera y las universidades públicas. A partir de este escenario, desde la década de 1990 hasta la década de 1990, los Cursos del Campo surgieron como respuesta a las demandas de maestros de capacitación específica en las escuelas del campo, lo que representa el aumento de la representatividad de las expectativas campesinas en medio de debates sobre políticas educativas en Brasil. Avances que, debido a las acciones creadas durante el primer mandato del gobierno de Lula, se han firmado, continuando ofreciendo nuevas vacantes en cursos de LeDocs en todo Brasil en la última década.ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade.A partir de uma perspectiva teórica e interpretativa, o presente artigo tem como intuito discutir o contexto sociopolítico da proposta de formação de professores para Educação do Campo a partir das pressões dos movimentos do campo e do envolvimento das parcerias institucionais. Dessa forma, elegemos como problema norteador do estudo: como se deu o processo sociopolítico para o envolvimento do estado e das instituições para promover a formação de professores do campo? Para isso, são apresentas as diferenças entre as realidades educacionais oferecidas no campo e na cidade no Brasil; discutido o surgimento da exigência por uma educação específica camponesa como processo de resistência aos interesses do agronegócio no século XX; e cotejada a inserção das demandas sociais do campo nas pautas do estado por meio do Pronera e adesão das Universidades Públicas na formação de professores do campo. Esta pesquisa faz uso do método bibliográfico e explicativo tendo como base teórica a Educação do Campo como espaço de luta social. Como resultado, evidenciou-se que as ações políticas e institucionais destinadas à formação de professores do campo se deram como produto das pressões dos movimentos sociais, com o devido destaque ao MST, junto ao Estado e às instituições públicas, que atenderam às demandas por meio da articulação entre Pronera e as Universidades Públicas. Deste cenário, a partir da década dos anos 1990, os cursos de Licenciatura do Campo surgiram como resposta às demandas por docentes de formação específica nas escolas do campo, representando a elevação da representatividade dos anseios camponeses em meio aos debates sobre as políticas educacionais no Brasil. Avanços esses que, devido às ações criadas durante o primeiro mandato do governo Lula (2003 a 2006) firmaram-se, dando continuísmo a novas ofertas de vagas nos cursos de LeDocs pelo Brasil na última década. Palavras-chave: educação do campo, formação de professores, pronera. Between the countryside and the city: struggles for the right to an eminently peasant education ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade. Keywords: rural education, teacher training, pronera. Entre el campo y la ciudad: las luchas por el derecho a una educación eminentemente campesina RESUMEN. Desde una perspectiva teórica e interpretativa, este artículo tiene como objetivo discutir el contexto sociopolítico de la propuesta de formación de profesores para la Educación del Campo a partir de las presiones de los movimientos del campo y la participación de las asociaciones institucionales. Así, ¿cómo fue el proceso sociopolítico para la participación del Estado y las instituciones para promover la formación de los profesores en el campo? De este modo, busca presentar las diferencias entre las realidades educativas que se ofrecen en el campo y en la ciudad de Brasil; discutir el surgimiento de la demanda de una educación campesina específica como un proceso de resistencia a los intereses agroindustriales en el siglo XX; y presentar la inserción de las demandas sociales del campo en las directrices estatales a través de la Pronera y la adopción de universidades públicas en la formación de profesores en el campo. El estudio es cualitativo, explicativo y bibliográfico basado en la educación del país como espacio para la lucha social. Como resultado, se evidenció que las acciones políticas e institucionales encaminadas a la formación de docentes en el campo se dieron como resultado de las presiones de los movimientos sociales, con el debido énfasis en el MST, junto con el Estado y las instituciones públicas, que cumplieron con las exigencias de los movimientos sociales demandas a través de la articulación entre Pronera y las universidades públicas. A partir de este escenario, desde la década de 1990 hasta la década de 1990, los Cursos del Campo surgieron como respuesta a las demandas de maestros de capacitación específica en las escuelas del campo, lo que representa el aumento de la representatividad de las expectativas campesinas en medio de debates sobre políticas educativas en Brasil. Avances que, debido a las acciones creadas durante el primer mandato del gobierno de Lula, se han firmado, continuando ofreciendo nuevas vacantes en cursos de LeDocs en todo Brasil en la última década. Palabras clave: educación del campo, formación del profesorado, pronera.Universidade Federal do Tocantins2021-08-31info: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/1074110.20873/uft.rbec.e10741Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e10741Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e107412525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporenghttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19082https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19083https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19084https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19085Copyright (c) 2021 Naura Sthocco Silva, Helder de Moraes Pintoinfo:eu-repo/semantics/openAccessSilva, Naura SthoccoPinto, Helder de Moraes 2021-09-29T14:02:44Zoai:ojs.revista.uft.edu.br:article/10741Revistahttps://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:2021-09-29T14:02:44Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false |
| dc.title.none.fl_str_mv |
Between the countryside and the city: struggles for the right to an eminently peasant education Between the countryside and the city: struggles for the right to an eminently peasant education Entre el campo y la ciudad: las luchas por el derecho a una educación eminentemente campesina Between the countryside and the city: struggles for the right to an eminently peasant education Entre o campo e a cidade: as lutas pelo direito a uma educação eminentemente camponesa |
| title |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| spellingShingle |
Between the countryside and the city: struggles for the right to an eminently peasant education Silva, Naura Sthocco Rural Education; Teacher training; Pronera. Educación del campo; Formación del profesorado; Pronera. |
| title_short |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| title_full |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| title_fullStr |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| title_full_unstemmed |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| title_sort |
Between the countryside and the city: struggles for the right to an eminently peasant education |
| author |
Silva, Naura Sthocco |
| author_facet |
Silva, Naura Sthocco Pinto, Helder de Moraes |
| author_role |
author |
| author2 |
Pinto, Helder de Moraes |
| author2_role |
author |
| dc.contributor.author.fl_str_mv |
Silva, Naura Sthocco Pinto, Helder de Moraes |
| dc.subject.por.fl_str_mv |
Rural Education; Teacher training; Pronera. Educación del campo; Formación del profesorado; Pronera. |
| topic |
Rural Education; Teacher training; Pronera. Educación del campo; Formación del profesorado; Pronera. |
| description |
ABSTRACT. From a theoretical and interpretive perspective, the present article aims to discuss the socio-political context of the proposal for training teachers for Rural Education from the pressures of rural movements and the involvement of institutional partnerships. So, how did the socio-political process for the involvement of the state and institutions to promote the training of rural teachers? For this, we seek to present the differences between the educational realities offered in the rural areas and in the city in Brazil; to discuss the emergence of the demand for a specific peasant education as a process of resistance to agribusiness interests in the 20th century; and to present the insertion of the social demands of the rural areas in the guidelines of the state through Pronera and adhesion of the public Universities in the formation of rural teachers. The study is qualitative, explanatory and bibliographic having as the theoretical basis the Rural Education as a space for social struggle. As a result, it became evident that the political and institutional actions aimed at training teachers in the field took place as a product of the pressures of social movements, with due emphasis on the MST, along with the state and public institutions, which met the demands through articulation between Pronera and public universities. From this scenario, from the decade of the 1990s, Licenciatura do Campo courses emerged in response to the demands for teachers of specific training in rural schools, representing the increase in the representativeness of peasant wishes in the midst of debates on educational policies in Brazil. Advances that, due to the actions created during the first term of the Lula government, were established, giving continuity to new offers of vacancies in LeDocs courses in Brazil in the last decade. |
| publishDate |
2021 |
| dc.date.none.fl_str_mv |
2021-08-31 |
| 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/10741 10.20873/uft.rbec.e10741 |
| url |
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741 |
| identifier_str_mv |
10.20873/uft.rbec.e10741 |
| 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/10741/19082 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19083 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19084 https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10741/19085 |
| dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Naura Sthocco Silva, Helder de Moraes Pinto info:eu-repo/semantics/openAccess |
| rights_invalid_str_mv |
Copyright (c) 2021 Naura Sthocco Silva, Helder de Moraes Pinto |
| 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; e10741 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741 Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741 Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e10741 Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e10741 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 |
| _version_ |
1798319758926413824 |