A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UTP |
Texto Completo: | http://tede.utp.br:8080/jspui/handle/tede/1583 |
Resumo: | This work presents the concepts of culture that guide the process of drafting the proposed curriculum of schools located in the countryside, in the municipality of Tijucas do Sul. It identifies existing challenges and perspectives that can be built in order to produce a compromised proposal to the critical training and development of the cultural identity of the subjects of the field, as well as the production of scientific knowledge drivers of development and permanence of man in the field. The objective of this research is to analyze aspects of the local culture are present in the curriculum proposals of the schools located in the countryside in Tijucas do Sul and what their influence in this context. How the specific objectives if we list-following: 1- identify the PPC's (Proposals Pedagogical Curriculum) schools located in the countryside in the municipality of Tijucas do Sul aspects referred to the local culture. 2 analyze the influence of aspects of local culture in schools located in the field. The participatory research was being developed through interviews, document analysis and focus groups with teachers of municipal Tijucas do Sul. The theoretical references used in the studies are based on the writings of Arroyo (2011) that address Pedagogic Matrices and concepts labor, Land, Culture, Experience, Oppression and Social Movements. In addition to this author, are for reference Souza (2010) and Caldart (2007), reflecting on the characteristics and historical construction of identities of Rural Education and Rural Education, and authors such as Williams (2011), Gramsci (1991) and Cuche ( 1999), conceptualizing and reflecting on the term culture and dichotomies. The research revealed the importance of realizing the field of education as a means of training committed to recognize the subjects, their culture and identity, and so create alternatives for another pedagogical practice is possible, and that has as objective to their emancipation. |
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Souza, Maria Antônia deSeganfredo, Katia AparecidaGerminari, Geysohttp://lattes.cnpq.br/1546488321674898Machado, Rita das Dores2018-10-10T17:55:18Z2016-04-18Machado, Rita das Dores. A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo. 2016. 144 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016.http://tede.utp.br:8080/jspui/handle/tede/1583This work presents the concepts of culture that guide the process of drafting the proposed curriculum of schools located in the countryside, in the municipality of Tijucas do Sul. It identifies existing challenges and perspectives that can be built in order to produce a compromised proposal to the critical training and development of the cultural identity of the subjects of the field, as well as the production of scientific knowledge drivers of development and permanence of man in the field. The objective of this research is to analyze aspects of the local culture are present in the curriculum proposals of the schools located in the countryside in Tijucas do Sul and what their influence in this context. How the specific objectives if we list-following: 1- identify the PPC's (Proposals Pedagogical Curriculum) schools located in the countryside in the municipality of Tijucas do Sul aspects referred to the local culture. 2 analyze the influence of aspects of local culture in schools located in the field. The participatory research was being developed through interviews, document analysis and focus groups with teachers of municipal Tijucas do Sul. The theoretical references used in the studies are based on the writings of Arroyo (2011) that address Pedagogic Matrices and concepts labor, Land, Culture, Experience, Oppression and Social Movements. In addition to this author, are for reference Souza (2010) and Caldart (2007), reflecting on the characteristics and historical construction of identities of Rural Education and Rural Education, and authors such as Williams (2011), Gramsci (1991) and Cuche ( 1999), conceptualizing and reflecting on the term culture and dichotomies. The research revealed the importance of realizing the field of education as a means of training committed to recognize the subjects, their culture and identity, and so create alternatives for another pedagogical practice is possible, and that has as objective to their emancipation.Este trabalho apresenta as concepções sobre cultura que norteiam o processo de elaboração das propostas curriculares das escolas localizadas no campo, no município de Tijucas do Sul. Identifica os desafios existentes e as perspectivas que podem ser construídas, a fim de produzir uma proposta comprometida com a formação crítica e valorização da identidade cultural dos sujeitos do campo, bem como a produção de saberes científicos impulsionadores do desenvolvimento e permanência do homem no campo. O objetivo geral desta pesquisa é analisar como os aspectos da cultura local estão presentes nas propostas curriculares das escolas localizadas no campo no município de Tijucas do Sul e qual a influência deles nesse contexto. Como objetivos específicos elencam-se os seguintes: 1- identificar nas PPC’s (Propostas Pedagógicas Curriculares) das escolas localizadas no campo no município de Tijucas do Sul os aspectos referenciados à cultura local. 2- analisar a influência dos aspectos da cultura local nas escolas localizadas no campo. A pesquisa participante foi sendo desenvolvida por meio de entrevistas, análise documental e grupo focal com os professores da rede municipal de Tijucas do Sul. As referências teóricas utilizadas nos estudos estão baseadas nos escritos de Arroyo (2011) que abordam Matrizes Pedagógicas e os conceitos de Trabalho, Terra, Cultura, Vivência, Opressão e Movimentos Sociais. Além desse autor, servem de referência Souza (2010) e Caldart (2007), que refletem sobre as características e construção histórica de identidades da Educação do Campo e Educação Rural, e autores como Williams (2011), Gramsci (1991) e Cuche (1999), conceituando e refletindo sobre o termo cultura e suas dicotomias. A pesquisa revelou a importância de percebermos a Educação do Campo como um meio de formação comprometida em reconhecer os sujeitos, sua cultura e sua identidade, e criar assim alternativas para que uma outra prática pedagógica, que tenha como objetivo sua emancipação, seja possível.Submitted by Divanete Paiva (divanete.paiva@utp.br) on 2018-10-10T17:55:18Z No. of bitstreams: 1 A CULTURA COMO MATRIZ.pdf: 3077965 bytes, checksum: 3e357079a99f525c225bea315542be82 (MD5)Made available in DSpace on 2018-10-10T17:55:18Z (GMT). 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dc.title.por.fl_str_mv |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
title |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
spellingShingle |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo Machado, Rita das Dores Cultura Propostas pedagógicas curriculares Educação do campo Culture Pedagogical curriculum proposals Field education CIENCIAS HUMANAS::EDUCACAO |
title_short |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
title_full |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
title_fullStr |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
title_full_unstemmed |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
title_sort |
A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo |
author |
Machado, Rita das Dores |
author_facet |
Machado, Rita das Dores |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Souza, Maria Antônia de |
dc.contributor.referee1.fl_str_mv |
Seganfredo, Katia Aparecida |
dc.contributor.referee2.fl_str_mv |
Germinari, Geyso |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1546488321674898 |
dc.contributor.author.fl_str_mv |
Machado, Rita das Dores |
contributor_str_mv |
Souza, Maria Antônia de Seganfredo, Katia Aparecida Germinari, Geyso |
dc.subject.por.fl_str_mv |
Cultura Propostas pedagógicas curriculares Educação do campo |
topic |
Cultura Propostas pedagógicas curriculares Educação do campo Culture Pedagogical curriculum proposals Field education CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Culture Pedagogical curriculum proposals Field education |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
dc.description.abstract.eng.fl_txt_mv |
This work presents the concepts of culture that guide the process of drafting the proposed curriculum of schools located in the countryside, in the municipality of Tijucas do Sul. It identifies existing challenges and perspectives that can be built in order to produce a compromised proposal to the critical training and development of the cultural identity of the subjects of the field, as well as the production of scientific knowledge drivers of development and permanence of man in the field. The objective of this research is to analyze aspects of the local culture are present in the curriculum proposals of the schools located in the countryside in Tijucas do Sul and what their influence in this context. How the specific objectives if we list-following: 1- identify the PPC's (Proposals Pedagogical Curriculum) schools located in the countryside in the municipality of Tijucas do Sul aspects referred to the local culture. 2 analyze the influence of aspects of local culture in schools located in the field. The participatory research was being developed through interviews, document analysis and focus groups with teachers of municipal Tijucas do Sul. The theoretical references used in the studies are based on the writings of Arroyo (2011) that address Pedagogic Matrices and concepts labor, Land, Culture, Experience, Oppression and Social Movements. In addition to this author, are for reference Souza (2010) and Caldart (2007), reflecting on the characteristics and historical construction of identities of Rural Education and Rural Education, and authors such as Williams (2011), Gramsci (1991) and Cuche ( 1999), conceptualizing and reflecting on the term culture and dichotomies. The research revealed the importance of realizing the field of education as a means of training committed to recognize the subjects, their culture and identity, and so create alternatives for another pedagogical practice is possible, and that has as objective to their emancipation. |
dc.description.abstract.por.fl_txt_mv |
Este trabalho apresenta as concepções sobre cultura que norteiam o processo de elaboração das propostas curriculares das escolas localizadas no campo, no município de Tijucas do Sul. Identifica os desafios existentes e as perspectivas que podem ser construídas, a fim de produzir uma proposta comprometida com a formação crítica e valorização da identidade cultural dos sujeitos do campo, bem como a produção de saberes científicos impulsionadores do desenvolvimento e permanência do homem no campo. O objetivo geral desta pesquisa é analisar como os aspectos da cultura local estão presentes nas propostas curriculares das escolas localizadas no campo no município de Tijucas do Sul e qual a influência deles nesse contexto. Como objetivos específicos elencam-se os seguintes: 1- identificar nas PPC’s (Propostas Pedagógicas Curriculares) das escolas localizadas no campo no município de Tijucas do Sul os aspectos referenciados à cultura local. 2- analisar a influência dos aspectos da cultura local nas escolas localizadas no campo. A pesquisa participante foi sendo desenvolvida por meio de entrevistas, análise documental e grupo focal com os professores da rede municipal de Tijucas do Sul. As referências teóricas utilizadas nos estudos estão baseadas nos escritos de Arroyo (2011) que abordam Matrizes Pedagógicas e os conceitos de Trabalho, Terra, Cultura, Vivência, Opressão e Movimentos Sociais. Além desse autor, servem de referência Souza (2010) e Caldart (2007), que refletem sobre as características e construção histórica de identidades da Educação do Campo e Educação Rural, e autores como Williams (2011), Gramsci (1991) e Cuche (1999), conceituando e refletindo sobre o termo cultura e suas dicotomias. A pesquisa revelou a importância de percebermos a Educação do Campo como um meio de formação comprometida em reconhecer os sujeitos, sua cultura e sua identidade, e criar assim alternativas para que uma outra prática pedagógica, que tenha como objetivo sua emancipação, seja possível. |
description |
This work presents the concepts of culture that guide the process of drafting the proposed curriculum of schools located in the countryside, in the municipality of Tijucas do Sul. It identifies existing challenges and perspectives that can be built in order to produce a compromised proposal to the critical training and development of the cultural identity of the subjects of the field, as well as the production of scientific knowledge drivers of development and permanence of man in the field. The objective of this research is to analyze aspects of the local culture are present in the curriculum proposals of the schools located in the countryside in Tijucas do Sul and what their influence in this context. How the specific objectives if we list-following: 1- identify the PPC's (Proposals Pedagogical Curriculum) schools located in the countryside in the municipality of Tijucas do Sul aspects referred to the local culture. 2 analyze the influence of aspects of local culture in schools located in the field. The participatory research was being developed through interviews, document analysis and focus groups with teachers of municipal Tijucas do Sul. The theoretical references used in the studies are based on the writings of Arroyo (2011) that address Pedagogic Matrices and concepts labor, Land, Culture, Experience, Oppression and Social Movements. In addition to this author, are for reference Souza (2010) and Caldart (2007), reflecting on the characteristics and historical construction of identities of Rural Education and Rural Education, and authors such as Williams (2011), Gramsci (1991) and Cuche ( 1999), conceptualizing and reflecting on the term culture and dichotomies. The research revealed the importance of realizing the field of education as a means of training committed to recognize the subjects, their culture and identity, and so create alternatives for another pedagogical practice is possible, and that has as objective to their emancipation. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-04-18 |
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2018-10-10T17:55:18Z |
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Machado, Rita das Dores. A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo. 2016. 144 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
dc.identifier.uri.fl_str_mv |
http://tede.utp.br:8080/jspui/handle/tede/1583 |
identifier_str_mv |
Machado, Rita das Dores. A cultura como matriz pedagógica na proposta curricular das escolas localizadas no campo. 2016. 144 f. Dissertação( Mestrado em Educação) - Universidade Tuiuti do Paraná, Curitiba, 2016. |
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UTP |
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