RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista da FAEEBA (Online) |
Texto Completo: | https://www.revistas.uneb.br/index.php/faeeba/article/view/10096 |
Resumo: | This article have their origin in the formative, investigative and intervention activities carried out by the Study and Research Group on Rural Education in the Amazon-GEPERUAZ through the Earth’s School Program. They are based on an analysis of the context of public schools in the countryside, particularly the multi-grade rural schools and the challenges that arise in the implementation of the Earth’s School Program in the Amazonian region in the midst of the setbacks of educational policies. The methodology involved bibliographic, documentary studies and field research. We point in the discussion the context, principles and challenges to the teachers' forming practices within the scope of the Earth’s School Program carried out in Brazil and in the Amazon of Pará; highlighting the control, fragmentation and hierarchy of time, space and knowledge at school imposed by the monograde teaching model, as a basis for sustaining its hegemony; as well as some signs that converge to confront and deconstruct this hegemony, based on the transgression process of this hegemonic model, which materializes in rural and quilombola schools, under the organization of (multi)grade education. |
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RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia ParaenseESCUELA PÚBLICA DEL CAMPO EN EL CONTEXTO DE POLÍTICAS EDUCATIVAS: DESAFÍOS PARA LAS PRÁCTICAS FORMATIVAS DEL PROGRAMA ESCUELA DE LA TIERRA EN BRASIL Y EN EL PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia ParaenseEscola pública do campo no contexto das políticas educacionais: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia ParaensePolíticas educacionais;Educação do Campo; Seriação; Formação de professores; Interdisciplinaridade.This article have their origin in the formative, investigative and intervention activities carried out by the Study and Research Group on Rural Education in the Amazon-GEPERUAZ through the Earth’s School Program. They are based on an analysis of the context of public schools in the countryside, particularly the multi-grade rural schools and the challenges that arise in the implementation of the Earth’s School Program in the Amazonian region in the midst of the setbacks of educational policies. The methodology involved bibliographic, documentary studies and field research. We point in the discussion the context, principles and challenges to the teachers' forming practices within the scope of the Earth’s School Program carried out in Brazil and in the Amazon of Pará; highlighting the control, fragmentation and hierarchy of time, space and knowledge at school imposed by the monograde teaching model, as a basis for sustaining its hegemony; as well as some signs that converge to confront and deconstruct this hegemony, based on the transgression process of this hegemonic model, which materializes in rural and quilombola schools, under the organization of (multi)grade education.Este artículo tienen su origen en las actividades de formación, investigación e intervención que realiza el Grupo de Estudio e Investigación en Educación Rural en la Amazonía-GEPERUAZ a través del Programa Escola da Terra. Se basan en un análisis del contexto de las escuelas públicas en el campo, particularmente las escuelas rurales multigrado y los desafíos que surgen en la implementación del Programa Escola da Terra en la región amazónica en medio de los retrocesos de las políticas educativas. La metodología involucró estudios bibliográficos, documentales e investigación de campo. En la discusión discutimos el contexto, principios y desafíos de las prácticas de formación de maestros en el ámbito del Programa Escola da Terra realizado en Brasil y en la Amazonía de Pará; resaltar el control, la fragmentación y la jerarquía del tiempo, el espacio y el conocimiento en la escuela que impone el modelo serial de enseñanza, como base para sostener su hegemonía; así como algunos signos que confluyen para enfrentar y deconstruir esta hegemonía, a partir del proceso de transgresión de este modelo hegemónico, que se materializa en las escuelas rurales y quilombolas, bajo la organización de la educación (multi) serial.Este artigo tem sua origem nas atividades formativas, investigativas e de intervenção realizadas pelo Grupo de Estudo e Pesquisa em Educação do Campo na Amazônia-GEPERUAZ através do Programa Escola da Terra. Elas pautam uma análise do contexto das escolas públicas do campo, particularmente as escolas rurais multisseriadas e os desafios que se apresentam à execução do Programa Escola da Terra da Amazônia Paraense em meio aos retrocessos das políticas educacionais. A metodologia envolveu estudos bibliográficos, documentais e pesquisa de campo. Pautamos na discussão o contexto, princípios e desafios às práticas formativas de professoras/es no âmbito do Programa Escola da Terra executado no Brasil e na Amazônia Paraense; destacando o controle, a fragmentação e a hierarquização do tempo, do espaço e do conhecimento na escola imposto pelo modelo seriado de ensino, como base de sustentação de sua hegemonia; assim como alguns sinais que convergem para o enfrentamento e a desconstrução dessa hegemonia, assentados no processo de transgressão desse modelo hegemônico, que se materializa nas escolas do campo e quilombolas, sob a organização do ensino (multi)seriado.UNEB2021-10-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.uneb.br/index.php/faeeba/article/view/1009610.21879/faeeba2358-0194.2021.v30.n61.p299-314Revista da FAEEBA - Educação e Contemporaneidade; v. 30 n. 61 (2021): Revista da FAEEBA. Educação e Contemporaneidade; 299-3142358-01940104-704310.21879/faeeba2358-0194.v30.n61reponame:Revista da FAEEBA (Online)instname:Universidade do Estado da Bahia (UNEB)instacron:UNEBporhttps://www.revistas.uneb.br/index.php/faeeba/article/view/10096/7794Copyright (c) 2021 Salomão Mufarrej Hage, Hellen do Socorro de Silva, Maria Natalina Mendes Freitas info:eu-repo/semantics/openAccessHage, Salomão MufarrejSILVA, HELLEN DO SOCORRO DEFreitas, Maria Natalina Mendes2021-10-19T23:46:14Zoai:ojs.revistas.uneb.br:article/10096Revistahttps://revistas.uneb.br/index.php/faeeba/PUBhttps://www.revistas.uneb.br/index.php/faeeba/oairevistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br2358-01940104-7043opendoar:2021-10-19T23:46:14Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB)false |
dc.title.none.fl_str_mv |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense ESCUELA PÚBLICA DEL CAMPO EN EL CONTEXTO DE POLÍTICAS EDUCATIVAS: DESAFÍOS PARA LAS PRÁCTICAS FORMATIVAS DEL PROGRAMA ESCUELA DE LA TIERRA EN BRASIL Y EN EL PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense Escola pública do campo no contexto das políticas educacionais: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
title |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
spellingShingle |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense Hage, Salomão Mufarrej Políticas educacionais;Educação do Campo; Seriação; Formação de professores; Interdisciplinaridade. |
title_short |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
title_full |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
title_fullStr |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
title_full_unstemmed |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
title_sort |
RURAL PUBLIC SCHOOL IN THE CONTEXT OF EDUCATIONAL POLICIES: CHALLENGES TO THE FORMATIVE PRACTICES OF THE EARTH’S SCHOOL PROGRAM IN BRAZIL AND IN THE PARAENSE AMAZON: ddesafios as práticas formativas do Programa Escola Da Terra no Brasil e na Amazônia Paraense |
author |
Hage, Salomão Mufarrej |
author_facet |
Hage, Salomão Mufarrej SILVA, HELLEN DO SOCORRO DE Freitas, Maria Natalina Mendes |
author_role |
author |
author2 |
SILVA, HELLEN DO SOCORRO DE Freitas, Maria Natalina Mendes |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Hage, Salomão Mufarrej SILVA, HELLEN DO SOCORRO DE Freitas, Maria Natalina Mendes |
dc.subject.por.fl_str_mv |
Políticas educacionais;Educação do Campo; Seriação; Formação de professores; Interdisciplinaridade. |
topic |
Políticas educacionais;Educação do Campo; Seriação; Formação de professores; Interdisciplinaridade. |
description |
This article have their origin in the formative, investigative and intervention activities carried out by the Study and Research Group on Rural Education in the Amazon-GEPERUAZ through the Earth’s School Program. They are based on an analysis of the context of public schools in the countryside, particularly the multi-grade rural schools and the challenges that arise in the implementation of the Earth’s School Program in the Amazonian region in the midst of the setbacks of educational policies. The methodology involved bibliographic, documentary studies and field research. We point in the discussion the context, principles and challenges to the teachers' forming practices within the scope of the Earth’s School Program carried out in Brazil and in the Amazon of Pará; highlighting the control, fragmentation and hierarchy of time, space and knowledge at school imposed by the monograde teaching model, as a basis for sustaining its hegemony; as well as some signs that converge to confront and deconstruct this hegemony, based on the transgression process of this hegemonic model, which materializes in rural and quilombola schools, under the organization of (multi)grade education. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-10-19 |
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://www.revistas.uneb.br/index.php/faeeba/article/view/10096 10.21879/faeeba2358-0194.2021.v30.n61.p299-314 |
url |
https://www.revistas.uneb.br/index.php/faeeba/article/view/10096 |
identifier_str_mv |
10.21879/faeeba2358-0194.2021.v30.n61.p299-314 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.uneb.br/index.php/faeeba/article/view/10096/7794 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
UNEB |
publisher.none.fl_str_mv |
UNEB |
dc.source.none.fl_str_mv |
Revista da FAEEBA - Educação e Contemporaneidade; v. 30 n. 61 (2021): Revista da FAEEBA. Educação e Contemporaneidade; 299-314 2358-0194 0104-7043 10.21879/faeeba2358-0194.v30.n61 reponame:Revista da FAEEBA (Online) instname:Universidade do Estado da Bahia (UNEB) instacron:UNEB |
instname_str |
Universidade do Estado da Bahia (UNEB) |
instacron_str |
UNEB |
institution |
UNEB |
reponame_str |
Revista da FAEEBA (Online) |
collection |
Revista da FAEEBA (Online) |
repository.name.fl_str_mv |
Revista da FAEEBA (Online) - Universidade do Estado da Bahia (UNEB) |
repository.mail.fl_str_mv |
revistadafaeeba.uneb@gmail.com||esclementino@uol.com.br|| fialho2021@gmail.com|| mauraiclea@gmail.com||refaeeba.dedc1@listas.uneb.br |
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1800210957743423488 |