Alternating cycle pedagogy as an emancipating proposal in countryside education

Detalhes bibliográficos
Autor(a) principal: Ribeiro, Diana da Silva
Data de Publicação: 2022
Outros Autores: Nogueira, Eulina Maria Leite, Prata, Bruna dos Santos, Gomes, Aline Lucas de Souza
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/26096
Resumo: The text now presented brings the epistemological contributions of a research in progress in the Master's Degree in Science and Humanities Teaching, Federal University of Amazonas. The goal is to make a historical contextualization of the object of study, reflecting on the act of educating for the liberation of the countryside men and women. The methodology used is qualitative and bibliographical, aiming to analyse the proposal of the Alternating Cycle Pedagogy in the Family Agricultural School. The partial results show that the teaching model of the alternance pedagogy emerged in France in 1935, constitutes an educational experience that seeks to break with the model of capitalist production, for the strengthening of alternatives based on ecology, emancipation of peasant identities and their agricultural territories. The proposal of the Alternating Cycle Pedagogy as an instrument of teaching and learning is inserted in rural education, based on the desires and struggles of individuals who have led diverse experiences of education aimed at the reality of life of the populations who live in rural contexts. 
id UNIFEI_40cfaac677c45483afcb719fc8ce1bda
oai_identifier_str oai:ojs.pkp.sfu.ca:article/26096
network_acronym_str UNIFEI
network_name_str Research, Society and Development
repository_id_str
spelling Alternating cycle pedagogy as an emancipating proposal in countryside educationLa pedagogía del ciclo alterno como propuesta emancipadora en la educación del campoPedagogia da Alternância como proposta emancipadora na educação do campoRural educationAlternating Cycle PedagogyAgricultural Family School.Educación ruralPedagogía de ciclo alternoEscuela de família agrícola.Educação do campoPedagogia da alternânciaEscola Família Agrícola.The text now presented brings the epistemological contributions of a research in progress in the Master's Degree in Science and Humanities Teaching, Federal University of Amazonas. The goal is to make a historical contextualization of the object of study, reflecting on the act of educating for the liberation of the countryside men and women. The methodology used is qualitative and bibliographical, aiming to analyse the proposal of the Alternating Cycle Pedagogy in the Family Agricultural School. The partial results show that the teaching model of the alternance pedagogy emerged in France in 1935, constitutes an educational experience that seeks to break with the model of capitalist production, for the strengthening of alternatives based on ecology, emancipation of peasant identities and their agricultural territories. The proposal of the Alternating Cycle Pedagogy as an instrument of teaching and learning is inserted in rural education, based on the desires and struggles of individuals who have led diverse experiences of education aimed at the reality of life of the populations who live in rural contexts. El texto que aquí se presenta trae los aportes epistemológicos de una investigación en curso en la Maestría en Enseñanza de Ciencias y Humanidades, de la Universidad Federal de Amazonas. El objetivo es hacer una contextualización histórica del objeto de estudio, reflexionando sobre el acto de educar para la liberación de los hombres y mujeres del campo. La metodología utilizada es cualitativa y bibliográfica, con el objetivo de analizar la propuesta de la Pedagogía de Ciclo Alterno en la Escuela Familiar Agraria. Los resultados parciales muestran que el modelo de enseñanza de la pedagogía de la alternancia surgido en Francia en 1935, constituye una experiencia educativa que busca romper con el modelo de producción capitalista, para el fortalecimiento de alternativas basadas en la ecología, la emancipación de las identidades campesinas y sus territorios agrícolas. La propuesta de la pedagogía de la alternancia como instrumento de enseñanza y aprendizaje se inserta en la educación rural, a partir de los anhelos y luchas de personas que han protagonizado diversas experiencias de educación dirigidas a la realidad de la vida de las poblaciones que viven en contextos rurales. O texto ora apresentado traz as contribuições epistemológicas de uma pesquisa em andamento, no Mestrado em Ensino de Ciências e Humanidades, da Universidade Federal do Amazonas. O objetivo é fazer uma contextualização histórica do objeto de estudo, refletindo sobre o ato de educar para a libertação do homem e da mulher do campo. A metodologia utilizada é qualitativa e bibliográfica, com vistas a analisar a proposta da pedagogia da alternância na Escola Família Agrícola. Os resultados parciais mostram que o modelo de ensino da pedagogia da alternância surgiu na França, em 1935, constitui-se como uma experiência de educação que busca romper com o modelo de produção capitalista, para o fortalecimento de alternativas baseadas na ecologia, emancipação das identidades camponesas e seus territórios agrícolas. A proposta da pedagogia da alternância como instrumento de ensino e aprendizagem está inserida na educação do campo, a partir dos anseios e lutas de sujeitos que protagonizaram diversas experiências de educação voltada para a realidade da vida das populações que vivem em contexto rurais. Research, Society and Development2022-02-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2609610.33448/rsd-v11i3.26096Research, Society and Development; Vol. 11 No. 3; e5011326096Research, Society and Development; Vol. 11 Núm. 3; e5011326096Research, Society and Development; v. 11 n. 3; e50113260962525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/26096/22983Copyright (c) 2022 Diana da Silva Ribeiro; Eulina Maria Leite Nogueira; Bruna dos Santos Prata; Aline Lucas de Souza Gomeshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessRibeiro, Diana da Silva Nogueira, Eulina Maria Leite Prata, Bruna dos Santos Gomes, Aline Lucas de Souza 2022-03-09T13:44:38Zoai:ojs.pkp.sfu.ca:article/26096Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:44:13.423847Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Alternating cycle pedagogy as an emancipating proposal in countryside education
La pedagogía del ciclo alterno como propuesta emancipadora en la educación del campo
Pedagogia da Alternância como proposta emancipadora na educação do campo
title Alternating cycle pedagogy as an emancipating proposal in countryside education
spellingShingle Alternating cycle pedagogy as an emancipating proposal in countryside education
Ribeiro, Diana da Silva
Rural education
Alternating Cycle Pedagogy
Agricultural Family School.
Educación rural
Pedagogía de ciclo alterno
Escuela de família agrícola.
Educação do campo
Pedagogia da alternância
Escola Família Agrícola.
title_short Alternating cycle pedagogy as an emancipating proposal in countryside education
title_full Alternating cycle pedagogy as an emancipating proposal in countryside education
title_fullStr Alternating cycle pedagogy as an emancipating proposal in countryside education
title_full_unstemmed Alternating cycle pedagogy as an emancipating proposal in countryside education
title_sort Alternating cycle pedagogy as an emancipating proposal in countryside education
author Ribeiro, Diana da Silva
author_facet Ribeiro, Diana da Silva
Nogueira, Eulina Maria Leite
Prata, Bruna dos Santos
Gomes, Aline Lucas de Souza
author_role author
author2 Nogueira, Eulina Maria Leite
Prata, Bruna dos Santos
Gomes, Aline Lucas de Souza
author2_role author
author
author
dc.contributor.author.fl_str_mv Ribeiro, Diana da Silva
Nogueira, Eulina Maria Leite
Prata, Bruna dos Santos
Gomes, Aline Lucas de Souza
dc.subject.por.fl_str_mv Rural education
Alternating Cycle Pedagogy
Agricultural Family School.
Educación rural
Pedagogía de ciclo alterno
Escuela de família agrícola.
Educação do campo
Pedagogia da alternância
Escola Família Agrícola.
topic Rural education
Alternating Cycle Pedagogy
Agricultural Family School.
Educación rural
Pedagogía de ciclo alterno
Escuela de família agrícola.
Educação do campo
Pedagogia da alternância
Escola Família Agrícola.
description The text now presented brings the epistemological contributions of a research in progress in the Master's Degree in Science and Humanities Teaching, Federal University of Amazonas. The goal is to make a historical contextualization of the object of study, reflecting on the act of educating for the liberation of the countryside men and women. The methodology used is qualitative and bibliographical, aiming to analyse the proposal of the Alternating Cycle Pedagogy in the Family Agricultural School. The partial results show that the teaching model of the alternance pedagogy emerged in France in 1935, constitutes an educational experience that seeks to break with the model of capitalist production, for the strengthening of alternatives based on ecology, emancipation of peasant identities and their agricultural territories. The proposal of the Alternating Cycle Pedagogy as an instrument of teaching and learning is inserted in rural education, based on the desires and struggles of individuals who have led diverse experiences of education aimed at the reality of life of the populations who live in rural contexts. 
publishDate 2022
dc.date.none.fl_str_mv 2022-02-11
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://rsdjournal.org/index.php/rsd/article/view/26096
10.33448/rsd-v11i3.26096
url https://rsdjournal.org/index.php/rsd/article/view/26096
identifier_str_mv 10.33448/rsd-v11i3.26096
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/26096/22983
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 11 No. 3; e5011326096
Research, Society and Development; Vol. 11 Núm. 3; e5011326096
Research, Society and Development; v. 11 n. 3; e5011326096
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
_version_ 1797052704085770240

Registros relacionados