Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | , , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/186950 |
Resumo: | The article seeks to understand the history of creating a teaching degree in rural education at the Federal University of Espírito Santo, Brazil. The course aims to train education professionals to work in areas of knowledge (languages and human and social sciences) for the second stage of elementary education and for secondary education, based on the principle that rural education is a collective construction as a practice of a liberating dialogue, in the process of which students and teachers construct themselves and are constructed by others as autonomous historical subjects capable of reading the world. To this end, the article uses authors who have been dedicated to producing knowledge about rural education and the training of teachers to work in rural schools. As a theoretical-methodological approach, it uses the assumptions of historical research, performing analysis of the course’s structuring documents and conducting interviews with university professionals who worked on the preparation of the training proposal. As a result, the study shows that rural education is a historic struggle for social movements; that the Federal University of Espírito Santo sought to constitute actions and negotiations for the implementation of the course; and that the training of teachers to work in rural schools is an action that, if contemplated, impacts the right to education for the social groups that deal with and live on the land. |
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Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioningLicenciatura em Educação do Campo na Universidade Federal do Espírito Santo: trajetória, organização e funcionamentoEducaçãoEducação do CampoFormação de professoresEducationRural educationTeacher trainingThe article seeks to understand the history of creating a teaching degree in rural education at the Federal University of Espírito Santo, Brazil. The course aims to train education professionals to work in areas of knowledge (languages and human and social sciences) for the second stage of elementary education and for secondary education, based on the principle that rural education is a collective construction as a practice of a liberating dialogue, in the process of which students and teachers construct themselves and are constructed by others as autonomous historical subjects capable of reading the world. To this end, the article uses authors who have been dedicated to producing knowledge about rural education and the training of teachers to work in rural schools. As a theoretical-methodological approach, it uses the assumptions of historical research, performing analysis of the course’s structuring documents and conducting interviews with university professionals who worked on the preparation of the training proposal. As a result, the study shows that rural education is a historic struggle for social movements; that the Federal University of Espírito Santo sought to constitute actions and negotiations for the implementation of the course; and that the training of teachers to work in rural schools is an action that, if contemplated, impacts the right to education for the social groups that deal with and live on the land.O artigo busca compreender a história de criação da licenciatura em educação do campo na Universidade Federal do Espírito Santo. O curso objetiva formar profissionais da educação para atuação por áreas de conhecimento (linguagens e ciências humanas e sociais) para a segunda etapa do ensino fundamental e para o ensino médio, partindo do princípio de que educação do campo é uma construção coletiva como prática de diálogo libertador, em cujo processo educandos e professores constroem-se e são construídos como sujeitos históricos autônomos e capazes de ler o mundo. Para tanto, o artigo recorre a autores que vêm se dedicando a produzir conhecimentos sobre a educação do campo e a formação de professores para atuação em escolas campesinas. Como aporte teórico-metodológico, utiliza os pressupostos da pesquisa histórica, realizando análise de documentos estruturantes do curso e realização de entrevistas com profissionais da universidade que trabalharam na elaboração de proposta de formação. Como resultados, o estudo evidencia que a educação do campo se coloca como uma luta histórica pelos movimentos sociais; que a Universidade Federal do Espírito Santo buscou constituir ações e negociações para a implantação do curso; e que a formação de professores para atuação em escolas do campo é uma ação que, se contemplada, impacta no direito à educação para os grupos sociais que lidam e vivem da terra.Universidade de São Paulo. Faculdade de Educação2021-12-07info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/xmlapplication/pdfapplication/pdfhttps://www.revistas.usp.br/ep/article/view/18695010.1590/S1678-4634202147227206Educação e Pesquisa; v. 47 (2021); e227206 Educação e Pesquisa; Vol. 47 (2021); e227206 Educação e Pesquisa; Vol. 47 (2021); e227206 1678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporenghttps://www.revistas.usp.br/ep/article/view/186950/172531https://www.revistas.usp.br/ep/article/view/186950/172530https://www.revistas.usp.br/ep/article/view/186950/172529Copyright (c) 2021 Educação e Pesquisahttp://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Leonarde, Charlinni da Rocha Simões, Renata DuarteVieira, Alexandro Braga Paiva, Jacyara Silva de2021-12-07T13:57:46Zoai:revistas.usp.br:article/186950Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2021-12-07T13:57:46Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning Licenciatura em Educação do Campo na Universidade Federal do Espírito Santo: trajetória, organização e funcionamento |
title |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
spellingShingle |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning Leonarde, Charlinni da Rocha Educação Educação do Campo Formação de professores Education Rural education Teacher training |
title_short |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
title_full |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
title_fullStr |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
title_full_unstemmed |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
title_sort |
Licentiate degree in Rural Education at the Federal University of Espírito Santo, Brazil: trajectory, organization and functioning |
author |
Leonarde, Charlinni da Rocha |
author_facet |
Leonarde, Charlinni da Rocha Simões, Renata Duarte Vieira, Alexandro Braga Paiva, Jacyara Silva de |
author_role |
author |
author2 |
Simões, Renata Duarte Vieira, Alexandro Braga Paiva, Jacyara Silva de |
author2_role |
author author author |
dc.contributor.author.fl_str_mv |
Leonarde, Charlinni da Rocha Simões, Renata Duarte Vieira, Alexandro Braga Paiva, Jacyara Silva de |
dc.subject.por.fl_str_mv |
Educação Educação do Campo Formação de professores Education Rural education Teacher training |
topic |
Educação Educação do Campo Formação de professores Education Rural education Teacher training |
description |
The article seeks to understand the history of creating a teaching degree in rural education at the Federal University of Espírito Santo, Brazil. The course aims to train education professionals to work in areas of knowledge (languages and human and social sciences) for the second stage of elementary education and for secondary education, based on the principle that rural education is a collective construction as a practice of a liberating dialogue, in the process of which students and teachers construct themselves and are constructed by others as autonomous historical subjects capable of reading the world. To this end, the article uses authors who have been dedicated to producing knowledge about rural education and the training of teachers to work in rural schools. As a theoretical-methodological approach, it uses the assumptions of historical research, performing analysis of the course’s structuring documents and conducting interviews with university professionals who worked on the preparation of the training proposal. As a result, the study shows that rural education is a historic struggle for social movements; that the Federal University of Espírito Santo sought to constitute actions and negotiations for the implementation of the course; and that the training of teachers to work in rural schools is an action that, if contemplated, impacts the right to education for the social groups that deal with and live on the land. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-12-07 |
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.usp.br/ep/article/view/186950 10.1590/S1678-4634202147227206 |
url |
https://www.revistas.usp.br/ep/article/view/186950 |
identifier_str_mv |
10.1590/S1678-4634202147227206 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/186950/172531 https://www.revistas.usp.br/ep/article/view/186950/172530 https://www.revistas.usp.br/ep/article/view/186950/172529 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2021 Educação e Pesquisa http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/xml application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 47 (2021); e227206 Educação e Pesquisa; Vol. 47 (2021); e227206 Educação e Pesquisa; Vol. 47 (2021); e227206 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713813745762304 |