Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA

Detalhes bibliográficos
Autor(a) principal: Gonçalves dos Santos, Manoel
Data de Publicação: 2022
Outros Autores: Bezerra Neto, Luiz
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/13891
Resumo: ABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities.
id UFT-5_f5bd88197b56cc87ed834845dce414cb
oai_identifier_str oai:ojs.revista.uft.edu.br:article/13891
network_acronym_str UFT-5
network_name_str Revista Brasileira de Educação do Campo
repository_id_str
spelling Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBAPedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBATeorías pedagógicas en la Educación en el Campo: percepciones y hallazgos a partir del análisis de proyectos político-pedagógicos en el contexto de la Ação Escola da Terra en la UFBAPedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBATeorias pedagógicas na Educação do Campo: percepções e constatações a partir da análise de projetos político-pedagógicos no contexto da Ação Escola da Terra na UFBAABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities.ABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities.RESUMEN. En el artículo, comparamos teorías pedagógicas en movimiento en la educación rural, a partir de proposiciones de proyectos político-pedagógicos en cinco municipios de Bahía cuyos profesores de escuelas ubicadas en áreas rurales participaron de la formación de la Ação Escola da Terra promovida por la UFBA. Esta comparación tuvo como objetivo verificar en qué medida las teorías pedagógicas que subyacen en estos documentos se acercan o se alejan de los presupuestos de la pedagogía histórico-crítica, entendiendo que el nivel de acercamiento implica un elemento que podría favorecer, o no, una implementación efectiva de esta pedagogía aspecto en los contextos educativos investigados. El resultado del análisis documental reveló que la pedagogía de la educación popular, las pedagogías de la práctica y las pedagogías del aprender a aprender prevalecen en el campo de la educación en estos contextos, caracterizando un eclecticismo teórico, que constituye un obstáculo, aunque no decisivo, para la implementación de la pedagogía histórico-crítica en la educación rural de estos municipios.ABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities.No artigo, cotejamos teorias pedagógicas em movimento na educação do campo, a partir de proposições de projetos político-pedagógicos de cinco municípios baianos cujos professores de escolas situadas no meio rural participaram da formação da Ação Escola da Terra promovida pela UFBA. Tal cotejamento visou verificar em que medida as teorias pedagógicas que subjazem nesses documentos se aproximam ou se distanciam dos pressupostos da pedagogia histórico-crítica, entendendo que o nível de aproximação implica em elemento que poderia favorecer, ou não, uma implementação efetiva dessa vertente pedagógica nos contextos educativos pesquisados. O resultado da análise documental revelou que prepondera na educação do campo desses contextos a pedagogia da educação popular, as pedagogias da prática e as pedagogias do “aprender a aprender”, caracterizando um ecletismo teórico, o que constitui um elemento obstaculizador, embora não decisivo, para a implementação da pedagogia histórico-crítica na educação do meio rural desses municípios. Palavras-chave: ação escola da terra, teorias pedagógicas, pedagogia histórico-crítica.   Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA ABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities. Keywords: earth school action, pedagogical theories, critical historical pedagogy.   Teorías pedagógicas en la Educación en el Campo: percepciones y hallazgos a partir del análisis de proyectos político-pedagógicos en el contexto de la Ação Escola da Terra en la UFBA RESUMEN. En el artículo, comparamos teorías pedagógicas en movimiento en la educación rural, a partir de proposiciones de proyectos político-pedagógicos en cinco municipios de Bahía cuyos profesores de escuelas ubicadas en áreas rurales participaron de la formación de la Ação Escola da Terra promovida por la UFBA. Esta comparación tuvo como objetivo verificar en qué medida las teorías pedagógicas que subyacen en estos documentos se acercan o se alejan de los presupuestos de la pedagogía histórico-crítica, entendiendo que el nivel de acercamiento implica un elemento que podría favorecer, o no, una implementación efectiva de esta pedagogía aspecto en los contextos educativos investigados. El resultado del análisis documental reveló que la pedagogía de la educación popular, las pedagogías de la práctica y las pedagogías del aprender a aprender prevalecen en el campo de la educación en estos contextos, caracterizando un eclecticismo teórico, que constituye un obstáculo, aunque no decisivo, para la implementación de la pedagogía histórico-crítica en la educación rural de estos municipios. Palabras clave: acción escuela tierra, teorías pedagógicas, pedagogía histórico-crítica.Universidade Federal do Tocantins2022-05-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1389110.20873/uft.rbec.e13891Brazilian Journal of Rural Education; Bd. 7 (2022): Publicação Contínua / Continuous Publication; e13891Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891Revista Brasileña de Educación Rural; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891Revista Brasileira de Educação do Campo; v. 7 (2022): Publicação Contínua / Continuous Publication; e138912525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13891/20208https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13891/20209Copyright (c) 2022 Manoel Gonçalves dos Santos, Luiz Bezerra Netoinfo:eu-repo/semantics/openAccessGonçalves dos Santos, ManoelBezerra Neto, Luiz2022-07-02T14:26:47Zoai:ojs.revista.uft.edu.br:article/13891Revistahttps://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:2022-07-02T14:26:47Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
Teorías pedagógicas en la Educación en el Campo: percepciones y hallazgos a partir del análisis de proyectos político-pedagógicos en el contexto de la Ação Escola da Terra en la UFBA
Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
Teorias pedagógicas na Educação do Campo: percepções e constatações a partir da análise de projetos político-pedagógicos no contexto da Ação Escola da Terra na UFBA
title Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
spellingShingle Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
Gonçalves dos Santos, Manoel
title_short Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
title_full Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
title_fullStr Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
title_full_unstemmed Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
title_sort Pedagogic theories in Rural Education: perceptions and confirmations from the analysis of political-pedagogical projects in the context of Ação Escola da Terra at UFBA
author Gonçalves dos Santos, Manoel
author_facet Gonçalves dos Santos, Manoel
Bezerra Neto, Luiz
author_role author
author2 Bezerra Neto, Luiz
author2_role author
dc.contributor.author.fl_str_mv Gonçalves dos Santos, Manoel
Bezerra Neto, Luiz
description ABSTRACT. In the article, we compare pedagogical theories in movement in rural education, based on propositions of political-pedagogical projects in five municipalities in Bahia whose teachers from schools located in rural areas participated in the formation of the Ação Escola da Terra promoted by UFBA. Such comparison aimed to verify to what extent the pedagogical theories that underlie these documents approach or distance themselves from the assumptions of historical-critical pedagogy, understanding that the level of approximation implies an element that could favor, or not, an effective implementation of this pedagogical aspect in the researched educational contexts. The result of the documental analysis revealed that the pedagogy of popular education, the pedagogies of practice and the pedagogies of learn to learn prevail in the field of education in these contexts, characterizing a theoretical eclecticism, which constitutes an obstacle, although not decisive, for the implementation of historical-critical pedagogy in rural education in these municipalities.
publishDate 2022
dc.date.none.fl_str_mv 2022-05-28
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13891
10.20873/uft.rbec.e13891
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13891
identifier_str_mv 10.20873/uft.rbec.e13891
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/13891/20208
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/13891/20209
dc.rights.driver.fl_str_mv Copyright (c) 2022 Manoel Gonçalves dos Santos, Luiz Bezerra Neto
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Manoel Gonçalves dos Santos, Luiz Bezerra Neto
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv 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. 7 (2022): Publicação Contínua / Continuous Publication; e13891
Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891
Revista Brasileña de Educación Rural; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891
Brazilian Journal of Rural Education; Vol. 7 (2022): Publicação Contínua / Continuous Publication; e13891
Revista Brasileira de Educação do Campo; v. 7 (2022): Publicação Contínua / Continuous Publication; e13891
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_ 1798319761009934336

Registros relacionados