Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education

Detalhes bibliográficos
Autor(a) principal: Paula, Heloisa Vitória de Castro
Data de Publicação: 2021
Outros Autores: Cervo Chelotti, Marcelo
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/9557
Resumo: ABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.
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spelling Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural EducationMemories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural EducationLas memorias como punto de partida: los proyectos pedagógicos como un diagnóstico de la realidad institucional de los cursos de Licencias en la Educación de CampoMemories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural EducationAs memórias como ponto de partida: os projetos pedagógicos como diagnóstico da realidade institucional dos cursos de Licenciatura em Educação do CampoEducación del Campo. Territorio. Formación de profesores. Política públicaABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.ABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.RESUMEN. Las reflexiones sobre la educación rural no pueden apartarse del contexto social de la lucha por la tierra. En este sentido, la Educación del Campo se constituye más allá de la práctica pedagógica, mientras se territorializa en busca de romper las vallas del latifundio, de la capital y de la ignorancia. Surge dentro del Movimiento de Trabajadores Rurales sin Tierra (MST) y trasciende las aspiraciones del movimiento educativo para los colonos y los campistas. En esta perspectiva, el objetivo de este texto es presentar la comprensión sobre el proceso de institucionalización de la Educación Rural a través del análisis de los Proyectos del Curso Pedagógico de la Licenciatura en cursos de Educación Rural. Partimos de la hipótesis de que la Educación del Campo, al institucionalizar y expandir su oferta más allá de la militancia de los movimientos sociales, no mantiene la esencia en la que se creó. Los análisis se realizaron considerando las dimensiones: pedagógica, política y geográfica. La investigación fue diseñada a través de la investigación teórica y documental. Los análisis realizados nos llevan a reconocer el Grado en Educación Rural como el territorio más importante de la Educación Rural, que, a su vez, se presenta como un territorio en constante disputa.ABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.As reflexões sobre a Educação do Campo não podem se apartar do contexto social da luta pela terra. Nesse sentido, a Educação do Campo se constitui para além da prática pedagógica, ao passo que se territorializa em busca de romper as cercas do latifúndio, do capital e da ignorância. Ela emerge dentro do movimento dos trabalhadores rurais sem terra (MST) e transcende os anseios da luta por uma educação para assentados e acampados. Nesta perspectiva, o objetivo deste texto é apresentar a compreensão sobre o processo de institucionalização da Educação do Campo por meio da análise dos Projetos Pedagógicos de Curso dos cursos de Licenciatura em Educação do Campo. Partimos da hipótese de que a Educação do Campo ao se institucionalizar e ampliar sua oferta para além da militância dos movimentos sociais, não mantém a essência em que foi gestada. As análises foram feitas considerando as dimensões: pedagógica, política e geográfica. O estudo foi delineado por meio da pesquisa teórica e documental. As análises realizadas nos levam a reconhecer a Licenciatura em Educação do Campo como o mais importante território da Educação do Campo, que, por sua vez, apresenta-se como um território em constante disputa. Palavras-chave: educação do campo, território, licenciatura em educação do campo.   Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education ABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute. Keywords: rural education, territory, teacher formation, undergraduate degree in rural education.   Las memorias como punto de partida: los proyectos pedagógicos como un diagnóstico de la realidad institucional de los cursos de Licencias en la Educación de Campo RESUMEN. Las reflexiones sobre la educación rural no pueden apartarse del contexto social de la lucha por la tierra. En este sentido, la Educación del Campo se constituye más allá de la práctica pedagógica, mientras se territorializa en busca de romper las vallas del latifundio, de la capital y de la ignorancia. Surge dentro del Movimiento de Trabajadores Rurales sin Tierra (MST) y trasciende las aspiraciones del movimiento educativo para los colonos y los campistas. En esta perspectiva, el objetivo de este texto es presentar la comprensión sobre el proceso de institucionalización de la Educación Rural a través del análisis de los Proyectos del Curso Pedagógico de la Licenciatura en cursos de Educación Rural. Partimos de la hipótesis de que la Educación del Campo, al institucionalizar y expandir su oferta más allá de la militancia de los movimientos sociales, no mantiene la esencia en la que se creó. Los análisis se realizaron considerando las dimensiones: pedagógica, política y geográfica. La investigación fue diseñada a través de la investigación teórica y documental. Los análisis realizados nos llevan a reconocer el Grado en Educación Rural como el territorio más importante de la Educación Rural, que, a su vez, se presenta como un territorio en constante disputa. Palabras clave: educación del campo, territorio, formación de profesores, licencias en la educación de campo.Universidade Federal do Tocantins2021-11-30info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/955710.20873/uft.rbec.e9557Brazilian Journal of Rural Education; Bd. 6 (2021): Publicação Contínua / Continuous Publication; e9557Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e95572525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9557/19470https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9557/19471Copyright (c) 2021 Heloisa Vitória de Castro Paula, Marcelo Cervo Chelottiinfo:eu-repo/semantics/openAccessPaula, Heloisa Vitória de CastroCervo Chelotti, Marcelo2021-11-30T17:22:43Zoai:ojs.revista.uft.edu.br:article/9557Revistahttps://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:2021-11-30T17:22:43Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
Las memorias como punto de partida: los proyectos pedagógicos como un diagnóstico de la realidad institucional de los cursos de Licencias en la Educación de Campo
Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
As memórias como ponto de partida: os projetos pedagógicos como diagnóstico da realidade institucional dos cursos de Licenciatura em Educação do Campo
title Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
spellingShingle Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
Paula, Heloisa Vitória de Castro
Educación del Campo. Territorio. Formación de profesores. Política pública
title_short Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
title_full Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
title_fullStr Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
title_full_unstemmed Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
title_sort Memories as a starting point: pedagogical projects as a diagnosis of institutional reality of courses in an undergraduate Degree in Rural Education
author Paula, Heloisa Vitória de Castro
author_facet Paula, Heloisa Vitória de Castro
Cervo Chelotti, Marcelo
author_role author
author2 Cervo Chelotti, Marcelo
author2_role author
dc.contributor.author.fl_str_mv Paula, Heloisa Vitória de Castro
Cervo Chelotti, Marcelo
dc.subject.por.fl_str_mv Educación del Campo. Territorio. Formación de profesores. Política pública
topic Educación del Campo. Territorio. Formación de profesores. Política pública
description ABSTRACT. Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.
publishDate 2021
dc.date.none.fl_str_mv 2021-11-30
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info:eu-repo/semantics/publishedVersion
"Avaliado pelos pares"
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status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9557
10.20873/uft.rbec.e9557
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9557
identifier_str_mv 10.20873/uft.rbec.e9557
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/9557/19470
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/9557/19471
dc.rights.driver.fl_str_mv Copyright (c) 2021 Heloisa Vitória de Castro Paula, Marcelo Cervo Chelotti
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Heloisa Vitória de Castro Paula, Marcelo Cervo Chelotti
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
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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; e9557
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557
Revista Brasileña de Educación Rural; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557
Brazilian Journal of Rural Education; Vol. 6 (2021): Publicação Contínua / Continuous Publication; e9557
Revista Brasileira de Educação do Campo; v. 6 (2021): Publicação Contínua / Continuous Publication; e9557
2525-4863
reponame:Revista Brasileira de Educação do Campo
instname:Universidade Federal do Tocantins (UFT)
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instname_str Universidade Federal do Tocantins (UFT)
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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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