Pedagogical Political Project: a look for inclusive education in the countryside

Detalhes bibliográficos
Autor(a) principal: Da Costa e Silva, Tatiane Motta
Data de Publicação: 2023
Outros Autores: Balk, Rodrigo de Souza, Rosa, Mylena Francini da, Corbette, Joana dos Santos da Silva
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/14845
Resumo: ABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method.
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spelling Pedagogical Political Project: a look for inclusive education in the countrysidePedagogical Political Project: a look for inclusive education in the countrysideProyecto Político Pedagógico: una mirada a la educación inclusiva en el campoPedagogical Political Project: a look for inclusive education in the countrysideProjeto Político Pedagógico: um olhar para a educação inclusiva no campoEducação do CampoInclusão EscolarEducação BásicaAnálise DocumentalRural EducationSchool InclusionBasic EducationDocument AnalysisEducación RuralInclusión EscolarEducación BásicaAnálisis DocumentalABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method.ABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method.RESUMEN. El Proyecto Político Pedagógico (PPP) se caracteriza por ser el documento rector de la práctica pedagógica en la escuela, llevando consigo una intencionalidad y contribuyendo a la creación de la identidad escolar. Este estudio tiene como objetivo identificar las perspectivas de educación inclusiva y educación rural presentes en los PPP de las escuelas ubicadas en el interior del municipio de Uruguaiana, Rio Grande do Sul, Brasil. Se trata de un estudio con enfoque cualitativo, caracterizado en cuanto a los objetivos como exploratorio y descriptivo y en cuanto a los procedimientos como una investigación documental. La investigación se desarrolló en 10 escuelas ubicadas en el interior, siendo 6 municipales y 4 estatales. En cuanto a los resultados, se observan avances, como adecuaciones metodológicas y evaluativas con miras a promover la educación inclusiva. Sin embargo, las perspectivas de la educación rural y de las escuelas rurales todavía necesitan más atención, ya que están presentes en una minoría de los PPP’s, lo que evidencia la poca visibilidad que se le da al tema. Finalmente, se concluye que el PPP como documento rector tiene el papel de establecer y contemplar las especificidades de la comunidad escolar, potenciando la relación entre el ambiente escolar y la valorización del campo, sin imponer un método educativo escolar estandarizado.ABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method.O Projeto Político Pedagógico (PPP) caracteriza-se por ser o documento orientador da prática pedagógica na escola, carregando consigo uma intencionalidade e contribuindo para a criação da identidade escolar. Este estudo tem por objetivo identificar as perspectivas de educação inclusiva e educação do campo presentes nos PPP’s das escolas localizadas no campo do município de Uruguaiana, Rio Grande do Sul, Brasil. Trata-se de um estudo com abordagem qualitativa, caracterizada quanto aos objetivos como exploratória e descritiva e quanto aos procedimentos como uma pesquisa documental. A pesquisa foi desenvolvida em 10 escolas localizadas no campo, sendo 6 municipais e 4 estaduais. Quanto aos resultados, avanços são observados, como as adaptações metodológicas e avaliativas com vistas a promover uma educação inclusiva. No entanto, as perspectivas de educação do campo e escola do campo ainda carecem de maior atenção, pois estão presentes em uma minoria de PPP’s, evidenciando a pouca visibilidade dada ao tema. Por fim, conclui-se que o PPP, enquanto documento orientador, tem o papel de estabelecer e contemplar as especificidades da comunidade escolar, potencializando a relação entre o ambiente escolar e a valorização do campo, sem impor um método educacional escolar padronizado. Palavras-chave: educação do campo, inclusão escolar, educação básica, análise documental.   Pedagogical Political Project: a look for inclusive education in the countryside                                                        ABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method. Keywords: rural education, school inclusion, basic education, document analysis.   Proyecto Político Pedagógico: una mirada a la educación inclusiva en el campo RESUMEN. El Proyecto Político Pedagógico (PPP) se caracteriza por ser el documento rector de la práctica pedagógica en la escuela, llevando consigo una intencionalidad y contribuyendo a la creación de la identidad escolar. Este estudio tiene como objetivo identificar las perspectivas de educación inclusiva y educación rural presentes en los PPP de las escuelas ubicadas en el interior del municipio de Uruguaiana, Rio Grande do Sul, Brasil. Se trata de un estudio con enfoque cualitativo, caracterizado en cuanto a los objetivos como exploratorio y descriptivo y en cuanto a los procedimientos como una investigación documental. La investigación se desarrolló en 10 escuelas ubicadas en el interior, siendo 6 municipales y 4 estatales. En cuanto a los resultados, se observan avances, como adecuaciones metodológicas y evaluativas con miras a promover la educación inclusiva. Sin embargo, las perspectivas de la educación rural y de las escuelas rurales todavía necesitan más atención, ya que están presentes en una minoría de los PPP’s, lo que evidencia la poca visibilidad que se le da al tema. Finalmente, se concluye que el PPP como documento rector tiene el papel de establecer y contemplar las especificidades de la comunidad escolar, potenciando la relación entre el ambiente escolar y la valorización del campo, sin imponer un método educativo escolar estandarizado. Palabras clave: educación rural, inclusión escolar, educación básica, análisis documental.Universidade Federal do Tocantins2023-10-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1484510.20873/uft.rbec.e14845Brazilian Journal of Rural Education; Bd. 8 (2023): Publicação Contínua / Continuous Publication; e14845Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e148452525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14845/21666https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14845/21667Copyright (c) 2023 Tatiane Motta Da Costa e Silva, Rodrigo de Souza Balk, Mylena Francini da Rosa, Joana dos Santos da Silva Corbettehttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDa Costa e Silva, Tatiane MottaBalk, Rodrigo de SouzaRosa, Mylena Francini daCorbette, Joana dos Santos da Silva2024-03-25T18:08:00Zoai:ojs.revista.uft.edu.br:article/14845Revistahttps://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:2024-03-25T18:08Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Pedagogical Political Project: a look for inclusive education in the countryside
Pedagogical Political Project: a look for inclusive education in the countryside
Proyecto Político Pedagógico: una mirada a la educación inclusiva en el campo
Pedagogical Political Project: a look for inclusive education in the countryside
Projeto Político Pedagógico: um olhar para a educação inclusiva no campo
title Pedagogical Political Project: a look for inclusive education in the countryside
spellingShingle Pedagogical Political Project: a look for inclusive education in the countryside
Da Costa e Silva, Tatiane Motta
Educação do Campo
Inclusão Escolar
Educação Básica
Análise Documental
Rural Education
School Inclusion
Basic Education
Document Analysis
Educación Rural
Inclusión Escolar
Educación Básica
Análisis Documental
title_short Pedagogical Political Project: a look for inclusive education in the countryside
title_full Pedagogical Political Project: a look for inclusive education in the countryside
title_fullStr Pedagogical Political Project: a look for inclusive education in the countryside
title_full_unstemmed Pedagogical Political Project: a look for inclusive education in the countryside
title_sort Pedagogical Political Project: a look for inclusive education in the countryside
author Da Costa e Silva, Tatiane Motta
author_facet Da Costa e Silva, Tatiane Motta
Balk, Rodrigo de Souza
Rosa, Mylena Francini da
Corbette, Joana dos Santos da Silva
author_role author
author2 Balk, Rodrigo de Souza
Rosa, Mylena Francini da
Corbette, Joana dos Santos da Silva
author2_role author
author
author
dc.contributor.author.fl_str_mv Da Costa e Silva, Tatiane Motta
Balk, Rodrigo de Souza
Rosa, Mylena Francini da
Corbette, Joana dos Santos da Silva
dc.subject.por.fl_str_mv Educação do Campo
Inclusão Escolar
Educação Básica
Análise Documental
Rural Education
School Inclusion
Basic Education
Document Analysis
Educación Rural
Inclusión Escolar
Educación Básica
Análisis Documental
topic Educação do Campo
Inclusão Escolar
Educação Básica
Análise Documental
Rural Education
School Inclusion
Basic Education
Document Analysis
Educación Rural
Inclusión Escolar
Educación Básica
Análisis Documental
description ABSTRACT. The Pedagogical Political Project (PPP) is characterized by being the guiding document of pedagogical practice at school, carrying with it an intention and contributing to the creation of school identity. This study aims to identify the perspectives of inclusive education and rural education present in the PPPs of schools located in the countryside of the municipality of Uruguaiana, Rio Grande do Sul, Brazil. This is a study with a qualitative approach, characterized in terms of objectives as exploratory and descriptive and in terms of procedures as a documentary research. The research was developed in 10 schools located in the countryside, being 6 municipality and 4 state. As for the results, advances are observed, such as methodological and evaluative adaptations with a view to promoting inclusive education. However, the perspectives of rural education and rural schools still need more attention, as they are present in a minority of PPPs, evidencing the little visibility given to the theme. Finally, it is concluded that the PPP as a guiding document has the role of establishing and contemplating the specificities of the school community, enhancing the relationship between the school environment and the appreciation of the countryside, without imposing a standardized school educational method.
publishDate 2023
dc.date.none.fl_str_mv 2023-10-21
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info:eu-repo/semantics/publishedVersion
"Avaliado pelos pares"
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14845
10.20873/uft.rbec.e14845
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14845
identifier_str_mv 10.20873/uft.rbec.e14845
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/14845/21666
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/14845/21667
dc.rights.driver.fl_str_mv http://creativecommons.org/licenses/by/4.0
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rights_invalid_str_mv http://creativecommons.org/licenses/by/4.0
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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. 8 (2023): Publicação Contínua / Continuous Publication; e14845
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845
Revista Brasileña de Educación Rural; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845
Brazilian Journal of Rural Education; Vol. 8 (2023): Publicação Contínua / Continuous Publication; e14845
Revista Brasileira de Educação do Campo; v. 8 (2023): Publicação Contínua / Continuous Publication; e14845
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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