scholarly journals As memórias como ponto de partida: os projetos pedagógicos como diagnóstico da realidade institucional dos cursos de Licenciatura em Educação do Campo

2021 ◽  
pp. 1-29
Author(s):  
Heloisa Vitoria de Castro Paula ◽  
Marcelo Cervo Chelotti
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
Social Context ◽  
Field Education ◽  
Pedagogical Practice ◽  
Education Movement ◽  
The Social ◽  
Landless Workers Movement

Reflections on Rural Education cannot be separated from the social context of the struggle for land. Thus, Rural Education is not just pedagogical practice; it is territorialized in search of breaking barriers of latifundio, capital and ignorance. It emerges within the Landless Workers´ Movement (MST in Portuguese) and transcends the aspirations of the education movement for people who live in settlements and camps. In this perspective, this text aims to present the understanding of the institutionalization process of Rural Education by analyzing Pedagogical Course Projects from courses in an Undergraduate Degree in Rural Education. We start from the hypothesis that Field Education, when institutionalized and making it more available beyond the militancy of social movements, does not maintain the essence in which it was created. Analyses were made considering pedagogical, political and geographic dimensions. This research was designed through theoretical and documentary research. The analyses lead us to recognize the Undergraduate degree in Field Education as the most important territory of Rural Education, which, in turn, presents itself as a territory in constant dispute.

scholarly journals O curso Pedagogia da Terra como estratégia formativa e de enfrentamento à exclusão dos jovens do campo / The earth pedagogy course as a formative strategy...

2018 ◽  
Vol 8 (2) ◽  
pp. 103
Author(s):  
Vinicius Oliveira Seabra Guimarães ◽  
Aldimar Jacinto Duarte
Keyword(s):  
Urban Education ◽  
Social Movements ◽  
Young People ◽  
Field Education ◽  
Pedagogical Practice ◽  
The Earth ◽  
The Social ◽  
Education Model ◽  
Faculty Of Education ◽  
Do So

O presente artigo tem como objetivo analisar o curso de Pedagogia da Terra que foi ofertado pela Faculdade de Educação da Universidade Federal de Goiás nos anos de 2007 a 2011, entendendo ser este curso uma ação de fortalecimento dos pressupostos defendidos pelos movimentos sociais do campo em relação à garantia de direitos dos jovens do campo. A abordagem visa reiterar que a educação urbana não atende às especificidades e espacialidades educativas dos sujeitos do campo. Para tanto, se faz necessário uma prática pedagógica específica e contextualizada, visando assim fornecer condições de emancipação dos jovens campesinos. Conclui-se que ao longo dos anos houve avanços significativos no modelo de educação do campo, sendo que iniciativas como a do curso de Pedagogia da Terra (FE/UFG) vêm a fortalecer as práticas educativas e a cultura campesina, especialmente na região do centro-oeste brasileiro. Contudo, considera-se como necessário investigar os impactos sociais de tais ações pedagógicas dos concluintes do curso nos percursos formativos dos jovens que habitam o campo.Palavras-chave: Jovens; Pedagogia da Terra; Movimentos Sociais do Campo. ABSTRACT: This article aims to analyze the Pedagogy of the Earth course that was offered by the Faculty of Education of the Federal University of Goiás in the years 2007 to 2011, understanding that this course is an action to strengthen the assumptions defended by the social movements of the field in relation guarantee the rights of young people in the countryside. The approach aims to reiterate that urban education does not meet the specificities and educational spatiality of rural subjects. In order to do so, a specific pedagogical practice is necessary and contextualized, aiming to provide conditions for the emancipation of young peasants. It is concluded that over the years there have been significant advances in the field education model, and initiatives such as the Pedagogy of the Earth (FE / UFG) course have strengthened educational practices and peasant culture, especially in the Brazilian midwest. However, it is considered as necessary to investigate the social impacts of such pedagogical actions of the graduates of the course on the formative courses of the young people who live in the field.Keywords: Young; Pedagogy of the Earth; Social movements of the countryside.

scholarly journals ALTERNANCE IN THE FORMATION OF COUNTRYSIDE EDUCATORS: LOOKING FOR MARKERS IN THE ACADEMIC PRODUCTIONS AND SOCIAL REPRESENTATIONS OF EDUCATION STUDENTS

2018 ◽  
Vol 11 (26) ◽  
pp. 339-350
Author(s):  
Josiane das Graças Carvalho ◽  
Lourdes Helena Da Silva
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Rural Education ◽  
Social Representations ◽  
Higher Education Institutions ◽  
Education Students ◽  
Academic Production ◽  
National Movement ◽  
The Social ◽  
Rural Teaching

The Education in the Countryside is part of a national movement that, starred by collective individuals of the countryside, has conquered several social, political and academic accomplishments. Among them, the Program of Support to Higher Education in Countryside Teaching – PROCAMPO, which has its origins in the fights and claims of social movements, allowed the creation of 42 new courses of Education in Rural Teaching in different Brazilian Higher Education Institutions. These courses work under Alternance training, between Time-School and Time-Community, contributing to the expansion, in our society, of the Formation by Alternance in the Higher Education, particularly in the Rural Education Graduation Courses, constituting a very recent phenomenon in the Brazilian Universities. Aiming to find a better comprehension about this educative phenomenon, the present paper has the purpose of presenting an overview of the national academic production about the alternance in the courses of formation of countryside educators, analyzing the social representations of alternance built by Rural Education students of the Federal University of Viçosa, looking for advance makers, challenges and perspectives in this pedagogical dynamic in the Higher Educaction.       

scholarly journals REFLEXÕES SOBRE A EDUCAÇÃO RURAL E DO CAMPO: AS LEIS, DIRETRIZES E BASES DO ENSINO NO E DO CAMPO NO BRASIL / Reflections on Rural and Field Education: the Laws, Policies and Educational Bases in and Field in Brazil

2016 ◽  
Vol 2 (1) ◽  
pp. 20
Author(s):  
Lânderson Antória Barros ◽  
Dione Dutra Lihtnov
Keyword(s):  
Rural Education ◽  
Social Reproduction ◽  
Critical Analysis ◽  
Rural School ◽  
Field Education ◽  
Quality Education ◽  
Rural Students ◽  
The Social ◽  
De Se ◽  
History Of

A luta pela Educação do Campo tem sido uma constante ao longo da história do Brasil. Entretanto, ainda é necessário avançarmos no debate desta temática para que se alcance uma educação de qualidade direcionada a realidade do campo. A escola do campo possui um papel fundamental atuando como uma das principais formas de se manter os estudantes rurais no campo, promovendo a reprodução social desses sujeitos. Neste sentido, esse texto busca contribuir para o debate e dialogo sobre a construção da educação no e do campo a partir de uma análise crítica das leis, diretrizes e bases que constituem a educação do campo no território brasileiro.AbstractThe struggle for Rural Education Consolidation has been a constant throughout of the history of Brazil. However, it is still necessary to advance the discussion of this issue in order to reach a targeted quality education reality of the field. The Rural school has a key role acting as one of the main ways to keep rural students in the field by promoting the social reproduction of these subjects. In this sense, this text seeks to contribute to the debate and dialogue on the construction of education in the field and from a critical analysis of laws, guidelines and bases that make up the Rural Education in Brazil.Keywords:Rural Education; Rural Education; Teaching

The Crisis of the Estado docente and the Critical Education Movement: the Escuelas Obreras Federales Racionalistas in Chile (1921–1926)

2007 ◽  
Vol 39 (4) ◽  
pp. 827-855
Author(s):  
LEONORA REYES-JEDLICKI
Keyword(s):  
Twentieth Century ◽  
Social Movements ◽  
Social Movement ◽  
Cultural Production ◽  
Social Movement Theory ◽  
Critical Education ◽  
Social Question ◽  
Movement Theory ◽  
Education Movement ◽  
The Social

AbstractInspired by recent critical pedagogic and social movement theory, this article explores the cultural production of social movements in Chile at the beginning of the twentieth century. Questioning the belief that the Estado docente was the sole mechanism of social democratisation, it explores the pedagogic proposals developed by workers and their associations during what is referred to as the period of the ‘Social Question’. The article concludes by analyzing the factors which led to the demise of these alternative pedagogic experiments.

scholarly journals LA CUESTIÓN AMBIENTAL EN EL CAPITALISMO DE LA PERSPECTIVA DE MOVIMIENTOS SOCIALESA QUESTÃO AMBIENTAL NO CAPITALISMO DESDE A PERSPECTIVA DOS MOVIMENTOS SOCIAISTHE ENVIRONMENTAL QUESTION ON CAPITALISM FROM THE SOCIAL MOVEMENTS PERSPECTIVE

2019 ◽  
pp. 95-113
Author(s):  
Anita Helena Schlesener ◽  
Maria Antonia de Souza ◽  
Maria Arlete Rosa
Keyword(s):  
Social Movements ◽  
Large Scale ◽  
Critical Education ◽  
Way Of Life ◽  
The Social ◽  
El Sistema ◽  
The Face ◽  
Landless Workers Movement ◽  
La Via Campesina ◽  
Movimientos Sociales

El artículo trata del dilema que vive la humanidad de cómo preservar el sistema ecológico y la biodiversidad para la sostenibilidad frente a la constante depredación del capital y la forma de vida capitalista que se nos presenta como el Ideal. ¿Cuál es la tarea de la educación en esta realidad concreta? Las reflexiones de naturaleza bibliográfica y documental consideran que los movimientos sociales son portadores de referencias analíticas para comprender el aprendizaje generado en contradicciones, luchas y participación social, teniendo el Movimiento de Trabajadores Sin Tierra (MST) y la Via Campesina como protagonistas de prácticas sociales colectivas que contrastan críticamente con el modelo capitalista de producción a gran escala conocido como agronegocios. Se basa en el modelo agroecológico, en defensa de la educación crítica y la formación integral del hombre y las nuevas generaciones con miras a una sociedad planetaria justa y sostenible. O artigo trata do dilema que vive a humanidade de como preservar o sistema ecológico e a biodiversidade para sustentabilidade ante a constante depredação do capital e do estilo de vida capitalista, que nos é apresentado como o Ideal. Qual é a tarefa da educação nesta realidade concreta? As reflexões de natureza bibliográfica e documental consideram que os movimentos sociais são portadores de referências analíticas para se compreender o aprendizado gerado nas contradições, nas lutas e na participação social, tendo o Movimento dos Trabalhadores Rurais Sem Terra (MST) e a Via Campesina como protagonistas de práticas sociais coletivas que se contrapõem de forma crítica ao modelo capitalista de produção em larga escala, conhecido como agronegócio. Fundamenta-se no modelo agroecológico, na defesa da educação crítica e formação integral do homem e das novas gerações com vistas a uma sociedade planetária justa e sustentável. The article deals with the dilemma that mankind lives of how preserving the ecological system and biodiversity for sustainability in the face of the constant depredation of capital and the capitalist way of life presented to us as the Ideal. What is the task of education in this concrete reality? Reflections of bibliographical and documentary nature consider that social movements are bearers of analytical references to understand the learning generated in contradictions, struggles and social participation, having the Landless Workers Movement (MST) and Via Campesina as protagonists of collective social practices that contrast critically to the large-scale capitalist model of production known as agribusiness. It is based on the agroecological model, in defense of critical education and integral formation of man and the new generations aiming a just and sustainable planetary society.

scholarly journals Educação superior no campo: universidade e movimentos sociais em diálogo na formação de educadoras e educadores

2020 ◽  
pp. 1-25
Author(s):  
Maria Divanete Sousa da Silva ◽  
Salomao Antonio Mufarrej Hage ◽  
Hellen do Socorro de Araujo Silva
Keyword(s):  
Higher Education ◽  
Social Movements ◽  
Rural Education ◽  
Graduate Program ◽  
Field Research ◽  
Dialectical Materialism ◽  
Documentary Analysis ◽  
The Social ◽  
Education Degree ◽  
The University

This article reflects on the Formation of teachers from the field in the Rural Education Degree Course offered by the Federal University of Pará, Campus of Cametá/PA, in the territory of the Amazon Tocantina, with the participation of the rural social movements. It results from research developed in the Graduate Program in Education, at the Federal University of Pará, plus contributions accumulated by the Group of Studies and Research in Rural Education in the Amazon, with the participation of its members in the Universitas/Br Network, researching higher education in Brazil. It aims to analyze the process of implementing the Rural Education Degree Course - Ledoc, with the participation of social movements, as well as understanding the importance of these collectives in strengthening rural higher education in this territory. The methodology was anchored in Historical and Dialectical Materialism to understand the real movement that involved the articulation between the University and social movements, in the realization of the course, with the accomplishment of bibliographical, documentary analysis and field research. The results revealed that the political strength of the social movements drove the implementation of the formation policy for teachers in the field, in public universities, specifically in the Tocantina Amazon, which has a strong presence of social movements representing traditional and peasant peoples.

scholarly journals Agenda pós-moderna, epistemologia da Educação do Campo e Ensino de História: considerações preliminares

2015 ◽  
Vol 5 (2) ◽  
pp. 49
Author(s):  
Jeane Carla Oliveira de Melo ◽  
Rita Nascimento ◽  
Vinícius Pereira Bezerra
Keyword(s):  
Social Movements ◽  
Field Education ◽  
The Social ◽  
Official History ◽  
Social Project ◽  
Education Field

O presente artigo intenta discutir a Educação do Campo como paradigma epistemológico, que tem apresentado, na contemporaneidade, certo distanciamento das raízes marxistas na mesma medida que intensifica o diálogo, em fundamento e método, com a agenda pós-moderna. Nesse sentido, buscar-se-á debater a materialidade deste processo e as contradições essenciais que compõem o lugar da Educação do Campo, como constructo coletivo originado dos movimentos sociais, em uma suposta construção de um projeto societal que tem seu caminho atual direcionado por certo ecletismo teórico que diverge substancialmente do conteúdo de classe. Também objetiva debater acerca do potencial do ensino de História no contexto da Educação do Campo como uma das formas de superação da agenda pós-moderna a partir da produção de uma narrativa histórica contra-hegemônica capaz de aglutinar a memória dos grupos postos à margem da História oficial.Palavras-chave: Educação do Campo; Epistemologia; Pós-modernidade; Ensino de História. ABSTRACT: The presente article aims to discuss the education field as an epistemological paradigma that has introduced in contemporaneity, certain detachment from the marxism roots, on the same extent which intensifies the dialog in footing and method, as a Postmodern agenda. Likewise, must be sought to debate materiality of this process and the main contradictions that compose the position of the Field Education, as collective constructo originated from the social movements, in a supposed construction of a social project that has its current way directed for certain theoretical eclecticism that substantially diverges from the class content.  Also aims to debate regarding the teaching of History potential on the context of education Field as one of the overcoming ways of the postmodern agenda from the production of a historical against-hegemony narrative capable of agglutinate the memory of the groups located on the official history shore.Keywords: Field Education; Epistemology; Postmodernity; Teaching of History.

scholarly journals Perspectivas e dilemas da política de formação de educadores do campo diante do ultraconservadorismo

2020 ◽  
pp. 1-29
Author(s):  
Safira Rego Lopes ◽  
Cacilda Rodrigues Cavalcanti
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
The State ◽  
Field Education ◽  
Budget Cuts ◽  
Education Policies ◽  
Regulatory Frameworks ◽  
Current Context ◽  
The Relationship ◽  
Rural Social Movements

The Degree in Rural Education is part of the context of public education policies that are connected to rural social movements. However, in face of the advancement of neoliberalism with its recent ultra-conservative version, the operationalization of this course has encountered challenges that are found from the formulation of educational policies in a market perspective to the structures of the State that shape the execution of these policies. Thus, this article aims reflecting on the perspectives and dilemmas of graduation courses in Field Education in the context of advances of ultraconservatism and neoliberalism, based on a bibliographic study. In this sense, the concept of trainer of the Degree in Rural Education is taken as a reference, from the analysis of the relationship between the State, social movements and public policies, seeking to identify the challenges these courses face in the current context so as to carry out its conception. Our reflections lead to the conclusion that the Degree in Rural Education, as formulated by the rural education movement, is threatened in the context of ideological persecution, budget cuts and regulatory frameworks that contradict its prospects for training educators and they can only assert its existence as an action against hegemony.

scholarly journals Gerakan Sosial Keagamaan pada Komunitas Urban: Studi Kasus Gerakan Pengajian Ahad Pagi Bersama di Palebon, Pedurungan, Kota Semarang

2017 ◽  
Vol 1 (1) ◽  
pp. 79
Author(s):  
Thohir Yuli Kusmanto
Keyword(s):  
Social Movements ◽  
Social Context ◽  
Social Movement ◽  
Urban Communities ◽  
Formal Education ◽  
Social Issues ◽  
Social Institutions ◽  
Social Needs ◽  
The Social ◽  
Religious Social Movements

<div><p class="ABSTRAKen">Religious communities express religiously in various forms according to the social context in which they develop. The diversity of the expression as a form of interrelations of textual interpretation of the social context and its era. Religious social movement is one form of religious expression to answer complex religious and social issues and needs from primary to tertiary needs. The urban community utilizes religious social movements in the form of majelis taklim. Organizing religious social movements in majelis taklim is part of collective awareness and consensus among community members. The existence of religious social elites is the key to achieving religious social movements. The trust and social network of citizens and social institutions become another force within the community. In the case of this study, the religious social movements of urban communities take the form of routine recitation activities, the collection of zakat infaq and shadaqah, the organization of formal education, community health services, and the development of economic enterprises. In this social movement, the basic problems faced include the capacity of management and human resources. The implications of the presence of religious social movements in urban communities are felt. They have a spirit of unity on the basis of trust in the community, fulfilled the religious social needs and awakened the identity of the community that has the advantage. </p></div>

scholarly journals Social representations of artistic practices in rural schools

2021 ◽  
pp. 1-22
Author(s):  
Cristiene Adriana da Silva Carvalho
Keyword(s):  
Social Movements ◽  
Rural Education ◽  
Data Analysis ◽  
Social Representations ◽  
Methodological Approach ◽  
Theoretical Background ◽  
Pedagogical Practices ◽  
Rural Teachers ◽  
The Social ◽  
The Right

This work analyzes the movement of re-elaboration of social representations on artistic practices of rural teachers. These educators have graduated Rural Education from Faculdade de Educação at Universidade Federal de Minas Gerais, Brazil. Artistic practices constitute a way of creation, fruition, and reflection of art present in education processes. Those practices carry historicity and resistance embedded in the struggle of social movements to the right of rural education. The theoretical background is guided by the Social Representations in Movement, related to the Theory of Social Representations. The methodological approach is based on narrative interviews and observations of pedagogical practices. The data analysis was built from the reconstruction of trajectories considering the movement of the Social Representations. We have observed that the artistic practices can be seen as a pedagogical mechanism of the struggle for transforming education and by strengthening rural identities.

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