Retratos E Desafios Da Educação Do/No Campo No Brasil E Na Amazônia

Prazeres, Maria Sueli Corrêa dos; Carmo, Eraldo Souza do

doi:10.5212/olharprofr.v.15i2.0012

Cited by 3 publications

(3 citation statements)

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“…It happens due the agricultural development model implemented in Brazil defended (or defends) an education model facing urban areas, valuing the great capital. That model was taken to the countryside, without regard the reality experienced by the field individual (Caldart, 2004;Prazeres & Souza Do Carmo, 2012). In Brazil, there is a diversity of people living in diverse areas, different one of another, which prevents the application of the same policy in various territories.…”

Section: Field Education: the Pursuit Of Institutional Changementioning

confidence: 99%

Family Farming, Land Use and Sustainability in the Amazon: Focusing on the Educational Dimension

Maciel¹,

Bezerra²,

Cavalcanti³

et al. 2018

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The struggles for land possession and deforestation were some results of the recent occupation process in the Amazon. Family farming was the target of land policies in the region, with recurring failures. Issues related to land governance and pro-poor policies have returned to the discussions, especially by the food production. This study aims to evaluate the relationship between the educational level, land access and sustainable land use among farmers in Acre State, Brazil, in the periods 1996/1997 and 2006/2007. Based on a sample, the methodology worked with variables related to the educational level, the access and the use of land, economic results and solid garbage. The results show that the higher educational level is directly related to the land access security and inversely proportional to sustainability in the land use type. Furthermore, production difficulties are leading to greater market dependence and, consequently, to increased generation of solid garbage, whose disposal may be better directed by improving the farmers' education.

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Section: Field Education: the Pursuit Of Institutional Changementioning

confidence: 99%

Family Farming, Land Use and Sustainability in the Amazon: Focusing on the Educational Dimension

Maciel¹,

Bezerra²,

Cavalcanti³

et al. 2018

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“…No desenvolvimento da educação no Brasil essas limitações foram consideradas, sobretudo após o fortalecimento do movimento por uma Educação do Campo e das lutas de movimentos sociais (Rocha, 2013), que culminou em legislações atentas às necessidades destas populações (Resolução CNE/CEB 1, de 3 de abril de 2002, 2002, Resolução n o 2, de 28 de abril de 2008, 2008). No entanto, a efetiva implantação da Educação do Campo nas escolas localizadas em áreas rurais ainda não é garantida, o que se dá devido a um predomínio de uma lógica urbanocêntrica, segundo a qual o urbano é considerado superior e mais avançado com relação ao rural e serve como modelo (Prazeres & Carmo, 2012). Tal visão ainda está presente em diversas escolas localizadas em áreas rurais que, portanto, não se alinham à lógica preconizada pela legislação da Educação do Campo (Koti, 2013;Prazeres & Carmo, 2012).…”

Section: A Autora Concluiunclassified

“…No entanto, a efetiva implantação da Educação do Campo nas escolas localizadas em áreas rurais ainda não é garantida, o que se dá devido a um predomínio de uma lógica urbanocêntrica, segundo a qual o urbano é considerado superior e mais avançado com relação ao rural e serve como modelo (Prazeres & Carmo, 2012). Tal visão ainda está presente em diversas escolas localizadas em áreas rurais que, portanto, não se alinham à lógica preconizada pela legislação da Educação do Campo (Koti, 2013;Prazeres & Carmo, 2012).…”

Section: A Autora Concluiunclassified

Constituição do sujeito professor do campo e apropriação do espaço rural

Pinheiro¹

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This research is inserted in the intersection among developmental psychology, environmental psychology and school / educational psychology, and has the goal to investigate how the processes of constitution of the countryside teacher subject are built in the teaching practice, in relation to the appropriation of the space in which they operate. We start from the thesis that the constitution of countryside school teachers, through their teaching activity, is conditioned, among other elements, to the ways in which they mean and appropriate the rural space. The participants were three teachers who took classes for the first time in schools located in the countryside-two located in districts and one on a farm. The empirical material was constructed during a school year and had as instruments: three individual interviews (at the beginning of the year, beginning and end of the second school semester), a commented path from the teacher's house to the school (carried out in the first school semester), two itineraries, with the school as the starting point (one per school semester), and observations of the teaching practice throughout the year, with the realization of a project, at the request of the researchers, that articulated the teaching practice to the space in which the school was located. The analysis was developed in order to articulate the different determinants involved in the processes of constitution of the subject, appropriation of space and teaching activity. The determinants that constituted the categories of analysis were meanings constructed by the participants and observations made by the researcher on: the life history of teachers, the space, the subjects of the space, the working conditions and the teaching practice. These elements permeate both the appropriation of space by the teachers, involving affective, cognitive and volitional elements, as well as the constitution of the teachers, considering the relationship with space and with the developed teaching practice. The results indicate that the insertion of the three teachers in pedagogy and teaching was involuntary and not due to a professional choice; the absence of Countryside Education in the experience of the teachers, whether in college or at school; the meanings about space and about the subjects are intertwined, being assigned to the space characteristics placed as of the subjects; the space most directly experienced was that of the school, there being no identification relationships with the surrounding spaces; the appropriation of space took place in two main ways, the direct and socially mediated experience by the subjects of the space; the inclusion of teachers by temporary contracts favors the breaking of links at the end of the contract; schools more open to educational practices developed by the teachers contributed to an openness to the space and culture of the students; the initiatives of articulation between formal and local knowledge came from the attempts and mistakes of the teachers, and not from initiatives linked to the pedago...

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Mediatic, Informational and Digital Skills and Competencies in Students from Agricultural Family Schools and Rural Family Home, in the Amazon Biome, Brazil

Torres¹,

Souza²,

Cunha³

et al. 2020

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The article presents partial results of an ongoing research action, within the scope of the project "Geodigital Inclusion and Territorial Management of Family-Based Production Units: Generation of Sustainability Index for the Amazon Biome". This project provides for the definition and availability of indicators of environmental, economic, agricultural, social and governance sustainability, aiming to assist family farmers in the management of the property, subsidizing them in decision making and increasing family income. Embrapa Territorial Intelligence carries out the execution of this research project in partnership with Embrapa Agricultural Informatics, units of the Brazilian Agricultural Research Corporation (Embrapa), headquartered in Campinas, São Paulo (SP), Brazil. The article presents a contribution to the education of the field in Brazil, through a continuous formation action, in the non-formal education modality, through presential and distance training courses, for students of the Agricultural Family School (EFA acronym for which it is known in Brazil) and Rural Family House (CFR acronym for which it is known in Brazil) in the Amazon Biome. This action was based on a training needs diagnosis, conducted through a questionnaire applied to 144 students, distributed between EFA and CFR, located in the Brazilian states of Acre, Amapá, Maranhão, Mato Grosso, Pará, Rondônia and Roraima. The objective of this diagnosis was to identify and analyze the training needs regarding: 1) media, informational and digital skills and competencies of these students; 2) students' level of knowledge and domain of issues related to agricultural production systems and the sustainable development of family How to cite this paper: Torres, T. Z.,

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Retratos E Desafios Da Educação Do/No Campo No Brasil E Na Amazônia

Cited by 3 publications

References 0 publications

Family Farming, Land Use and Sustainability in the Amazon: Focusing on the Educational Dimension

Family Farming, Land Use and Sustainability in the Amazon: Focusing on the Educational Dimension

Constituição do sujeito professor do campo e apropriação do espaço rural

Mediatic, Informational and Digital Skills and Competencies in Students from Agricultural Family Schools and Rural Family Home, in the Amazon Biome, Brazil

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