Please use this identifier to cite or link to this item: https://hdl.handle.net/10316.2/28260
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

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