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Title: | A construção da identidade de professores do campo: um novo passo rumo à valorização da cultura camponesa | Other Titles: | Rural teachers’ construction of identity: a new perspective related to the rural cultural values La construction d'identité de professeurs ruraux/d’enseignants ruraux: un nouveau pas vers la valorisation de la culture paysanne |
Authors: | Neves, Miranilde Oliveira | Keywords: | Enseignant rural;Pédagogie de l’alternance;Identité;Rural teachers;Pedagogy of alternation;Identity;Professor do campo;Pedagogia da alternância;Identidade | Issue Date: | 2012 | Publisher: | Imprensa da Universidade de Coimbra | Abstract: | Este artigo visa demonstrar contribuições pedagógicas que o professor do
campo tem recebido durante o processo de formação, por meio do projeto
Procampo – Curso de Licenciatura em Educação do Campo, especificamente
na Amazônia, no Brasil, o qual é organizado por várias Instituições Públicas de
Ensino Superior Brasileiras. Com este estudo, o leitor entenderá que há uma
nova forma de trabalhar prática e teoria em um curso acadêmico: a pedagogia
da alternância, a qual é composta por duas partes: Tempo Acadêmico e Tempo
Comunidade e possui oito temas norteadores – todos relacionados ao espaço
socioambiental no qual vivem os professores do campo. Neste artigo haverá
destaque para o primeiro tema estudado: História de Vida e Construção de
Saberes. A fundamentação teórica está baseada especialmente em Arroyo
(2000), Arroyo, Caldart e Molina (2009), Caldart (2010) e Peres (2011). Cet article prétend démontrer les apports pédagogiques que l’enseignant rural a reçu durant le processus de formation, par le biais du projet Procampo – Cursus de Licence en Éducation rurale, notamment en Amazonie brésilienne, et dont l’organisation est prise en charge par plusieurs Institutions Publiques de l’Enseignement Supérieur Brésiliennes. Suite à cette étude, le lecteur comprendra qu’il existe une nouvelle manière de travailler dans la pratique et dans la théorie en un cursus académique : la pédagogie de l’alternance, composée de deux parties : le « Temps Académique » et le « Temps Communauté » et possède huit pôles d’orientation – tous en relation avec l’espace socio-environnemental dans lequel vivent les professeurs ruraux. Dans cet article sera mis en évidence le premier thème étudié : Histoire de Vie et Construction de Savoirs. Le fondement théorique s’appuie surtout sur Arroyo (2000), Arroyo, Caldart et Molina (2009), Caldart (2010) et Peres (2011). This article aims to show some of the pedagogical contributions that rural teachers have received during their process of formation, based on the Procampo project - Bachelor’s Degree Course in Rural Teaching Education, specifically, in the area of the Amazon, in Brazil, which is organized by several Brazilian Public Higher Education Institutions. With this study, the reader will understand that there is a new way to work in practice and theory in a Higher Education degree: the Pedagogy of Alternation, which is composed of two parts: Academic Time and Community Time and has eight leading themes – all of them related to the social environment in which rural teachers live. In this article, the focus will be on the first theme studied: History of life and the Building of Knowledge. The theoretical substantiation is based on some of the researches developed by Arroyo (2000), Arroyo, Caldart and Molina (2009), Caldart (2010), and Peres (2011). |
URI: | https://hdl.handle.net/10316.2/28260 | ISSN: | 1647-8614 | DOI: | 10.14195/1647-8614_46-2_9 |
Appears in Collections: | Revista Portuguesa de Pedagogia |
Files in This Item:
File | Description | Size | Format | |
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09_a_constru__o_da_identidade_de_professores_do....pdf | 1.42 MB | Adobe PDF |
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