THE CONTEXT OF DEGREE COURSE OPERATION IN EDUCATION FIELD IN ARRAIAS, TO

• Autor(a) principal: Vizolli, Idemar
• Data de Publicação: 2016
• Outros Autores: Prado, Kellyane Dias do, Gomes, Darlene Araújo
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Observatório
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/2501
• topic: Degree in Rural Education; Pedagogical Course project; alternation; formative times; didactic and pedagogical times; Degree in Rural Education; Pedagogical Course project; Alternation; Formative times; Didactic and pedagogical tools; Grado en Educación Rural; Proyecto pedadógico dei Curso; La alternancia; tiempos de formación; herramientas didácticas y pedagógicas; Grado en Educación Rural; Proyecto pedadógico del Curso; la alternancia; Tiempos de formación; Herramientas didácticas y pedagógicas; Licenciatura em Educação do Campo; Projeto Pedagógico do Curso; Projeto Pedagógico do Curso; Tempos formativos; Instrumentos didático-pedagógicos; Licenciatura em Educação do Campo; Projeto Pedagógico do Curso; Alternância; Tempos formativos; Instrumentos didático-pedagógicos

This study is part of a larger project which examines the Field of Education of reality in the State of Tocantins and aims to analyze the context of the operation of the Bachelor of Rural Education (LEdoC) in the UFT, campus stingrays. The study was conducted in three stages, the first studies were conducted to deepen our knowledge of the subject; the second carried out a study at the Pedagogical Course Project (PPC) LEdoC / Stingrays and research carried out from that course; the third consisted of interviews from a questionnaire with 10 open questions answered by 03 (three) protagonists teachers in the course of the implementation process. The results indicate that it is an ongoing alternation, whose students were organized, considering the geographical proximity of housing in Community Integrators. It is considered the formative time University (January and July) and Community (February to June and August to December), whose development activities are accompanied by didactic and pedagogical tools (gradebook, individual and collective production, chips self-assessment of students, individual opinion form, self assessment workshops). The course has a number of challenges to be faced, both in relation to infraestrtura  as  regarding  the  practice  of  switching,  in  order  to  ensure effective continuity of studies, especially in the Community time.