O processo histórico-social da Terra Indígena Guarita

O presente estudo tem como objetivo geral conhecer as especificidades do modo de ser Guarani, na Tekoá Ka’aguy Porã (Aldeia Indígena Gengibre), localizada na Terra Indígena Guarita, situada na região noroeste do Rio Grande do Sul. O estudo é produto de uma disciplina do 4º semestre de um curso de Licenciatura em Educação do Campo, ofertado por uma Universidade Federal na modalidade à distância. Para realizar a pesquisa primeiramente foi realizada uma revisão bibliográfica sobre a realidade indígena no Brasil, posteriormente uma pesquisa documental buscando elementos sobre o processo histórico de formação e organização da Terra Indígena Guarita, através de observação direta, conversas informais e entrevistas, resultando numa análise descritiva dos dados. Os resultados da pesquisa possibilitaram conhecer o cotidiano e os modos de vida do povo Guarani, identificando especificidades do modo de ser Guarani na Tekoá Ka’aguy Porã, incluindo suas crenças, hábitos alimentares e elementos da cultura material, colaborando desta forma, com a formação do futuro licenciado que pode vivenciar de perto um pouco da diversidade que possivelmente encontrará na sala de aula. Por meio da observação e da interação com o objeto da pesquisa foi evidenciado também a relação deste povo com a natureza e o meio ambiente.

Dimensiones de la educación rural en Amazonas: pistas de la literatura especializada

La investigación que sustenta este artículo tuvo como objetivo general el ejercicio de la comprensión de las dimensiones políticas de la Educación del Campo (EC) en el país y en el contexto amazónico, lo cual se materializó a partir de un balance de trabajo intelectual en torno a la realidad rural. El artículo presenta un mapeo bibliográfico de las producciones relacionadas con las políticas públicas de ER en Brasil y Amazonas. Este diálogo entre lo nacional y lo local se expresa en el recorrido metodológico de la revisión de la literatura, que incluyó encuestas en los repositorios de la Universidad Federal de Amazonas y la Universidad Estatal de Amazonas y en las bases de datos electrónicas Scielo, Google Academic y Capes Periodicals. Entre los resultados y conclusiones, se destacan los siguientes hallazgos de la investigación: los movimientos sociales rurales tienen un rol protagónico en el diseño de políticas para la EC en Brasil; se ratifican las dimensiones política, pedagógica y productiva de la EC; el concepto de desarrollo sostenible está en disputa; mientras que las especificidades del campo amazónico radican en el enfrentamiento entre la explotación histórica de los recursos naturales, el modo de vida campesino y las desigualdades sociales.

Impacts and changes caused by the Covid-19 pandemic in librarianship: the rural school library scenario

This article presents data on the impacts and changes caused by the Covid-19 pandemic on librarianship within the context of rural school libraries. We understand the work in libraries as a special activity that is only valued if contextualized. Thus, we question the role of the library and the librarian practices in the current pandemic scenario with the purpose of updating the debate on librarianship in rural schools. To this end, we conducted a bibliographic and exploratory field research mediated by the application of a questionnaire. We conclude by highlighting the precarious situation that prevents actions and activities to encourage reading and the dissemination of pedagogical resources to support school and school-community libraries.

O associativismo no município de Riacho de Santana - BA: desafios e perspectivas para o crescimento

This article presents an outline research that had as its main objective to discuss the collective organization of family production on associations in the municipality of Riacho de Santana - BA. To this end, we seek to highlight public programs and policies, such as the Food Acquisition Program (PAA) and the National School Feeding Program (PNAE), aimed at self-management of family farming within associations. The data were collected through questionnaires of open questions with presidents/representatives of the associations, whose analysis was based on the assumptions of Historical Dialectic Materialism - MHD. Upon analyzing the collected material, we concluded that the Riacho de Santana - BA associations were created to contribute to the permanence of workers in the field, the struggle for land and access to different public policies, and that these associations have been struggling to overcome the existing fragmentation in the social groups that make up family production in the researched context.

Rural Education: some indicators

The following article, whose nature is descriptive and bibliographic, aims, based on Goal eight of the National Education Plan 2014-2024 (PNE), to identify some indicators for the Countryside Education. For such purpose, we consider the educational reality of the countryside based on: the low schooling of the population; in the negative evolution of the enrollments number in the last few years; and in the circumstances through which the quality benchmark, provided by the Basic Education Development Index (Ideb), has been unproductive to the define public policies aimed for the Countryside Education. Despite the operational difficulties of the educational system to obtain the necessary information for its composition, the results of the last two Ideb, however, already show progress. Based on these indicators, we conclude that some actions aimed at increasing the schooling of the countryside population were undertaken, however, the unequal educational condition among young people living in the countryside and those who live in the urban areas still persists. There is a possibility of fulfilling the goal eight of PNE by 2024, however, this may not mean progress in guaranteeing the countryside population’s rights to an education of quality, but, on the contrary, its reduction.

La educación agroambiental en la escuela pedagógica

La educación agroambiental es un enfoque para alcanzar el desarrollo sostenible o sustentable. En la actualidad existen diferentes concepciones sobre los principios que deben guiar las políticas agroambientales, también hay una gran variedad de contextos, escalas espaciales y temporales en los que se han implementado programas agroambientales. Las actividades agroambientales son diseñadas a nivel nacional, regional o local, con el fin de que puedan adaptarse a los diferentes sistemas agrícolas y condiciones ambientales. Desde el punto de vista educativo y formativo este enfoque es utilizado en la escuela pedagógica como herramienta para la educación ambiental. El trabajo tiene como objetivo: sistematizar los fundamentos teóricos de la educación agroambiental en la escuela pedagógica y que contribuya con la formación integral de los estudiantes y la preparación pedagógica agroambiental de los profesores. Se presenta como resultado la sistematización teórica de los fundamentos de la educación agroambiental en la escuela pedagógica y su importancia. Se empleó: la sistematización, el análisis documental, análisis y síntesis y la revisión bibliográfica que posibilitó la consulta de tesis, documentos rectores, libros entre otros. La sistematización teórica realizada constituye fundamento ya que se argumentan las diferentes posiciones en relación con las políticas agroambientales, la problemática del medio ambiente y la necesidad de la educación ambiental, así como los contenidos que en este sentido deben ser abordados en la preparación de profesores y estudiantes como centros en la ejecución de actividades agroambientales.

O Cinema e sua dimensão estético-pedagógica: Bacurau e a Lógica Exúlica

The article “Cinema and its aesthetic-pedagogical dimension: Bacurau and the Exulic Logic” aims to express the aesthetic-pedagogical dimension of cinema, reaching many social fabrics for being a structure that allows a continuous action in the production of subjectivity and in the formation of taste and interest of its consuming agents, through possible representativeness and representation. We use the Exulic Logic as a methodology Souza (2016) to understand the relationships between collectivity, childhood, gender markings, the understanding of 'the other' and the city, centralizing knowledge at the crossroads. This dialogue forges possibilities of breaking away from the coloniality of power, enabling circularity of knowledge, which in itself already proposes a break with Cartesian reasoning, which is based on an imperialist, colonial construction that privileges: Eurocentrism to the detriment of African, Aphrodiasporic and indigenous cosmoperceptions; adultcentrism, disregarding children's knowledge and the possible practices of the elderly, thus, with a racist, utilitarian and capitalistic bias. It is in the removal of or, for the addition of and, in the valuation of the sum, that it is observed that there is no such order of importance that the Euro-straight-male-authoritarian Prudente (2019) proposes.

Comunidades y aprendizaje informal: Las narrativas rurales de dos cooperativistas

En educación la posibilidad de narrar y utilizar relatos persigue objetivos profundos desde los saberes, identidades, valores y visiones del mundo, que se relacionan con lo que se espera que sean los seres humanos. Por ello, es importante que en la escuela se incorporen narrativas informales en la enseñanza de diferentes disciplinas. Desde un estudio de casos múltiples se busca comprender desde las narrativas las formas y sentidos que denotan los contextos rurales. Del estudio participaron dos personas que forman parte de dos cooperativas; una cooperativa artística permacultural y otra agrícola tambera, ubicadas en la provincia de Córdoba, Argentina. Se describen y analizan los relatos atendiendo a tres dimensiones: trayectorias de participación en territorio, educación para y con la comunidad y prácticas cooperativas y soberanas; estos aspectos permiten analizar las narrativas y avanzar hacia una interacción en diversas ecologías y contextos. Entre los principales resultados, se observa que las trayectorias de participación laboral dentro de cada cooperativa responden en conjunto a diversas vivencias educativas y participativas que se entrelazan y resignifican de múltiples formas; otorgando sentido y permitiendo desarrollar nuevos modos de mirar, sentir y situarse en el mundo. Para finalizar se reflexiona en torno a las narrativas rurales como formas y sentidos para apuntar a nuevos aprendizajes y a prácticas novedosas.

O processo formativo: história, memória e trajetória de egressos/as do curso de Licenciatura em Educação do Campo da Universidade Federal de Roraima (LEDUCARR/UFRR)

The object of this study is the formative trajectory of graduates of the Degree Course in Rural Education at the Federal University of Roraima. The main objective was to identify the challenges of the teaching profession from the perspective of these subjects, based on their formative experience in that course. The research adopted as an instrument for data collection the interview (with 16 graduates), based on the oral history method (Thompson, 1998). The analysis, of a qualitative nature, was structured from the categories: the training path and the teaching profession. The voices of the graduates revealed the importance of this course as an implementation of public policies for the training, at a higher level, of field subjects, which was a dream for most of the survey respondents. In addition, they exposed the difficulties encountered in getting a place to work in rural schools. For most interviewees, the lack of recognition of the course by government entities affects the offer of places in selective and public examinations. Thus, this work aims to expand the debate on proposals for Rural Education.

Mapeando a Educação do Campo em Minas Gerais: quem são e onde estão os egressos do LeCampo UFMG naturais do Vale do Jequitinhonha

The article presents the results from the research “Mapping countryside education in Minas Gerais: who and where are the Vale do Jequitinhonha´s graduates from LeCampo UFMG (2005-2011)” about the profile and action of these Vale do Jequitinhonha´s graduates from 2005 and 2011. The methodology consists of the application of twenty-one quizzes and five interview, which enable identify, characterize and map who are and what occupation does these graduates have. The theoretical reference cover three main axes: countryside education, Vale do Jequitinhonha and research with the graduates from a social-historical and territorial point of view. As a result of the research, a diversity of positions, practices and institutions occupied by graduates was found, which supported the creation of a map indicating and qualifying the spatialization and territorialization of the struggle for land from the socio-professional performance of graduates in Minas Gerais.