Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli

Detalhes bibliográficos
Autor(a) principal: Molina, Mônica Castagna
Data de Publicação: 2020
Outros Autores: Pereira, Marcelo Fabiano Rodrigues
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/10323
Resumo: ABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.
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spelling Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of BrasíliPotentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of BrasíliPotencialidades de la interrelación entre la formación docente en graduación y pos graduación: contribuciones de las experiencias de la Pasantía Docente en el Licenciamiento en Educación de Campo en la Universidad de Brasilia (UnB)Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of BrasíliPotencialidades da inter-relação entre a formação docente na graduação e na pós-graduação: contribuições a partir de experiências do Estágio Docência na Licenciatura em Educação do Campo na UnBABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.ABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.RESUMEN. El texto trae reflexiones sobre los aportes teórico-epistemológicos de la Educación de Campo a la docencia universitaria. Objetiva discutir las interrelaciones didácticas y posibles avances en el constructo de la Educación de campo para la formación de Maestros y Doctores en Educación, a partir de experiencias de la pasantía docente realizada en la Licenciatura en Educación de campo de la Universidad de Brasilia-UnB, presentando prácticas pedagógicas de resistência a la propuesta hegemónica de Educación Superior, que limita la conciencia de los estudiantes en este nivel educativo. La metodología abarcó una encuesta en la Biblioteca Digital Brasileña de Tesis y Disertaciones, a través de la búsqueda de los términos Pasantía Docente y Posgrado stricto sensu. Se identifico dieciséis trabajos (tres tesis y trece disertaciones) compreendendo el período de 2000 hasta 2019, que abordan el tema, de los cuales se analizaron títulos, resúmenes y consideraciones finales. También presenta una reflexión sobre las experiencias de Pasantía Docente, materializadas por la Línea de Investigación en Educación Ambiental y Educación de campo, entre 2016-2019, cuya intención fue resignificar los procesos de formación en este componente curricular. El análisis reveló las posibilidades de una actuación pedagógica comprometida con el principio de praxis transformadora o de resistencia.ABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.O texto traz reflexões sobre contribuições teórico-epistemológicas da Educação do Campo à docência universitária. Objetiva discutir inter-relações didáticas e  possíveis avanços do constructo da Educação do Campo à formação de mestres e doutores em Educação, a partir de experiências de Estágio Docência realizados na Licenciatura em Educação do Campo da Universidade de Brasília-UnB, apresentando  práticas pedagógicas de resistências à proposta de Educação Superior  hegemônica, que limita a elevação  de consciência de estudantes nesse nível de ensino. O percurso metodológico abrangeu levantamento na Biblioteca Digital Brasileira de Teses e Dissertações, através da busca pelos termos Estágio Docência e Pós-Graduação stricto sensu. Considerou-se o período entre 2000 e 2019, identificando-se dezesseis trabalhos (três teses e treze dissertações), que tratam da temática. Foram analisados títulos, resumos e considerações finais destas pesquisas. Apresenta-se também uma reflexão sobre experiências de Estágio Docência, materializadas pela Linha de Pesquisa Educação Ambiental e Educação do Campo, entre 2016-2019, cuja intencionalidade foi ressignificar os processos formativos que ocorreram nesse componente curricular, no Programa de Pós-Graduação em Educação, da UnB. A análise desvelou possibilidades de uma atuação pedagógica comprometida com o princípio da práxis transformadora, que sinaliza possíveis  práticas de resistência construídas na formação de mestres e doutores. Palavras-chave: Educação do Campo, Docência Universitária, Estágio Docência, Práxis Transformadora.   Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasília (UnB) ABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis. Keywords: Education for Rural Areas, University Teaching, Teaching Internship, Transformative Praxis.   Potencialidades de la interrelación entre la formación docente en graduación y pos graduación: contribuciones de las experiencias de la Pasantía Docente en el Licenciamiento en Educación de Campo en la Universidad de Brasilia (UnB) RESUMEN. El texto trae reflexiones sobre los aportes teórico-epistemológicos de la Educación de Campo a la docencia universitaria. Objetiva discutir las interrelaciones didácticas y posibles avances en el constructo de la Educación de campo para la formación de Maestros y Doctores en Educación, a partir de experiencias de la pasantía docente realizada en la Licenciatura en Educación de campo de la Universidad de Brasilia-UnB, presentando prácticas pedagógicas de resistência a la propuesta hegemónica de Educación Superior, que limita la conciencia de los estudiantes en este nivel educativo. La metodología abarcó una encuesta en la Biblioteca Digital Brasileña de Tesis y Disertaciones, a través de la búsqueda de los términos Pasantía Docente y Posgrado stricto sensu. Se identifico dieciséis trabajos (tres tesis y trece disertaciones) compreendendo el período de 2000 hasta 2019, que abordan el tema, de los cuales se analizaron títulos, resúmenes y consideraciones finales. También presenta una reflexión sobre las experiencias de Pasantía Docente, materializadas por la Línea de Investigación en Educación Ambiental y Educación de campo, entre 2016-2019, cuya intención fue resignificar los procesos de formación en este componente curricular. El análisis reveló las posibilidades de una actuación pedagógica comprometida con el principio de praxis transformadora o de resistencia. Palabras clave: Educación de Campo, Docencia Universitaria, Pasantía Docente, Praxis Transformadora.Universidade Federal do Tocantins2020-08-26info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersion"Avaliado pelos pares"application/pdftext/htmlhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/1032310.20873/uft.rbec.e10323Brazilian Journal of Rural Education; Bd. 5 (2020): Publicação Contínua / Continuous Publication; e10323Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e103232525-4863reponame:Revista Brasileira de Educação do Campoinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10323/17328https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10323/17329Copyright (c) 2020 Mônica Castagna Molina, Marcelo Fabiano Rodrigues Pereirainfo:eu-repo/semantics/openAccessMolina, Mônica CastagnaPereira, Marcelo Fabiano Rodrigues2020-08-26T22:15:30Zoai:ojs.revista.uft.edu.br:article/10323Revistahttps://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:2020-08-26T22:15:30Revista Brasileira de Educação do Campo - Universidade Federal do Tocantins (UFT)false
dc.title.none.fl_str_mv Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
Potencialidades de la interrelación entre la formación docente en graduación y pos graduación: contribuciones de las experiencias de la Pasantía Docente en el Licenciamiento en Educación de Campo en la Universidad de Brasilia (UnB)
Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
Potencialidades da inter-relação entre a formação docente na graduação e na pós-graduação: contribuições a partir de experiências do Estágio Docência na Licenciatura em Educação do Campo na UnB
title Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
spellingShingle Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
Molina, Mônica Castagna
title_short Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
title_full Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
title_fullStr Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
title_full_unstemmed Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
title_sort Potentials of the inter-relationship between teacher’s training in the graduation and post-graduation levels: contributions from the experiences of the Teaching Intership in the Licensing in Education for the Rural Area Course at the University of Brasíli
author Molina, Mônica Castagna
author_facet Molina, Mônica Castagna
Pereira, Marcelo Fabiano Rodrigues
author_role author
author2 Pereira, Marcelo Fabiano Rodrigues
author2_role author
dc.contributor.author.fl_str_mv Molina, Mônica Castagna
Pereira, Marcelo Fabiano Rodrigues
description ABSTRACT. The text brings reflections on theoretical-epistemological contributions of the Education for rural areas to university teacher’s training. It aims at discussing didactic interrelationships and possible advances in the construct of Education for rural areas to the formation of masters and doctors in Education, from the experiences of the Teaching Internship carried out in this Degree Course, presenting pedagogical practices of resistance to the hegemonic Higher Education proposal, which limits the raising of students' awareness at this level. The methodology covered a survey at the Brazilian Digital Library of Theses and Dissertations, through the search for the terms Teaching Internship and Post-Graduation stricto sensu. Sixteen papers (three theses and thirteen dissertations) were identified, in the period between 2000 and 2019, which deal with the theme, whose titles, abstracts and final considerations were analysed. It also presents a reflection on experiences of the Teaching Internship, carried on by the Environmental Education and Education for rural areas Research Line, between 2016-2019, whose intention was to redefine the training processes that occurred in this curricular component, in the Postgraduate Program of Education at UnB. The analysis revealed possibilities for a pedagogical performance committed to the principle of transformative, or resistance, praxis.
publishDate 2020
dc.date.none.fl_str_mv 2020-08-26
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dc.identifier.uri.fl_str_mv https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10323
10.20873/uft.rbec.e10323
url https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10323
identifier_str_mv 10.20873/uft.rbec.e10323
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/10323/17328
https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/10323/17329
dc.rights.driver.fl_str_mv Copyright (c) 2020 Mônica Castagna Molina, Marcelo Fabiano Rodrigues Pereira
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Mônica Castagna Molina, Marcelo Fabiano Rodrigues Pereira
eu_rights_str_mv openAccess
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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. 5 (2020): Publicação Contínua / Continuous Publication; e10323
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323
Revista Brasileña de Educación Rural; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323
Brazilian Journal of Rural Education; Vol. 5 (2020): Publicação Contínua / Continuous Publication; e10323
Revista Brasileira de Educação do Campo; v. 5 (2020): Publicação Contínua / Continuous Publication; e10323
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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