Educação do campo em movimento : dos planos à ação pedagógica em escolas multisseriadas e anos iniciais de São Mateus e Jaguaré (ES)
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Data
2016-03-23
Autores
Baldotto, Ozana Luzia Galvão
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Universidade Federal do Espírito Santo
Resumo
The term rural education was gestated from the first Agrarian Reform Educators National Meeting (ENERA), held in 1997. However, even before the term was coined in Brazil, the discussions about a kind of education directed at field workers already existed in the world and also in Brazil. From then on, many experiences and proposals have been debated and implemented, some of which achieving the status of public policy. The objectives of this research were: to analyse the pedagogical plans of rural schools early years; gather proposals or plans in schools located in the cities of Jaguaré and São mateus and, based on the use of their elements, analyse the teaching and learning process. The research broaches a field of study still lacking sistematization and expansion: the early years of primary teaching, in multilevel schools or not, considering the historical context examined by the Rural Education Movement in relation to pedagogical actions and practices, interconnected to the pedagogical principles listed on the Conferences for an Elementary Rural Education. The methodology used was Thematic Oral History, which consists in conducting open recorded interviews with people who can report on events, conjunctures, institutions, ways of life or other aspects of contemporary history. The research pointed out the pedagogical elements that establish and guide the teaching activity, explained in the plans and projects put into action by the school comunnity individuals. Noteworthy elements: Study Plan/Research File; Self-Organization; Mystique; Reality Folder/Reality Notebook/Portfolio; Planning and Reflection Notebook/Assistance Notebook; Experiential Activities/Contents (study visit/trip, workshop/experiences, interventions/lectures); Visit to Families.
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Rural education , Early years , Pedagogy of alternation , Multilevel , Pedagogia da alternância , Ensino e aprendizagem , Práticas pedagógicas , Educação do campo , Anos iniciais , Multisseriadas
Citação
BALDOTTO, Ozana Luzia Galvão. Educação do campo em movimento: dos planos à ação pedagógica em escolas multisseriadas e anos iniciais de São Mateus e Jaguaré (ES). 2016. 167 f. Dissertação (Mestrado em Ensino na Educação Básica) - Programa de Pós-Graduação em Ensino na Educação Básica, Universidade Federal do Espírito Santo, São Mateus, 2016.