Loading...
Publication
A formação continuada de professores(as) da educação rural: da Escola Ativa à Escola da Terra (2009 a 2014)
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.62 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A tese versa sobre a formação continuada de professores(as) da educação rural e indígena mediante o Programa Escola Ativa e a acção da Escola da Terra, que decorrem de incentivos do Ministério da Educação; e averigua os efeitos desse aprimoramento ao ministrar disciplinas correlatas ao saber tradicional (etnociência, etno-história, etnomatemática etc.) para docentes e gestores das escolas de aldeias Pemon (Makuxi e Taurepang) e Wapixana na tríplice fronteira entre Brasil, Guiana e Venezuela. As qualificações das instituições académicas públicas visavam ampliar habilidades metodológicas à escolarização a classes multisseriadas da
alfabetização à literacia. Parcela dessas instituições não compartilhava o programa, mas considerava opção a maximizar o fortalecimento da escolarização. Tal atitude possibilitou arquitetar a acção da Escola da Terra numa atuação conjunta aos movimentos sociais rurais a partir de 2013. Essas iniciativas governamentais se tornaram renovadoras num país com seis biomas e imensa diversidade cultural ao representar meio a equilibrar a adversidade sociopolítica à escolarização dessa população. Portanto, averigou os procedimentos
decorrentes dessas medidas educacionais ao expor, desde a introdução, a fundamentação do tema, o enquadramento teórico e a pesquisa de terreno realizada em anos anteriores em atividade laboral, e deu sequência ao tratar de um breve histórico educacional com ênfase da catequese à escolarização indígena, do ordenamento jurídico à educação, essencial aos fundamentos das metodologias à formação pedagógica, a educação informar versus formar diante do perspetivismo ameríndio do circum-Roraima e a escolarização nesse contexto social.
Por fim apresenta o epílogo quando teceu a prospetiva e a conclusão desta investigação.
The Doctoral thesis deals with the continuing training of teachers of rural and indigenous education through the Active School Program and the action of the School of the Earth, which result from incentives from the Ministry of Education; and investigates the effects of this teaching disciplines related to traditional knowledge (ethnoscience, ethnohistory, ethnomathematics) teachers and manager of the schools of Pemon (Makuxi and Taurepang) and Wapixana located in the triple border between Brazil, Guyana and Venezuela. The qualifications of academic institutions aimed to expand methodological skills to rural schooling with multi-serial classes and the literacy in intercultural. Some of these institutions did not share with the program but considered an option to maximize the strengthening of schooling, this attitude made it possible to architect the action of the School of the Earth in a joint action to rural social movements from 2013. These governmental initiatives have become renewing in a country with six biomes and immense cultural diversity by representing a means of balancing political adversity to the schooling of this population. Therefore, exposing since the introduction, the theoretical framework, the field research carried out in previous years in work activity, and followed up when dealing with a brief educational history with emphasis from catechesis to indigenous schooling, the legal order to education, essential to the fundamentals of methodologies to pedagogical training, education to inform versus form before the Amerindian perspectivism of the circum-Roraima and the schooling in this social context, finally presents the epilogue when it wove the prospection and the conclusion of this investigation.
The Doctoral thesis deals with the continuing training of teachers of rural and indigenous education through the Active School Program and the action of the School of the Earth, which result from incentives from the Ministry of Education; and investigates the effects of this teaching disciplines related to traditional knowledge (ethnoscience, ethnohistory, ethnomathematics) teachers and manager of the schools of Pemon (Makuxi and Taurepang) and Wapixana located in the triple border between Brazil, Guyana and Venezuela. The qualifications of academic institutions aimed to expand methodological skills to rural schooling with multi-serial classes and the literacy in intercultural. Some of these institutions did not share with the program but considered an option to maximize the strengthening of schooling, this attitude made it possible to architect the action of the School of the Earth in a joint action to rural social movements from 2013. These governmental initiatives have become renewing in a country with six biomes and immense cultural diversity by representing a means of balancing political adversity to the schooling of this population. Therefore, exposing since the introduction, the theoretical framework, the field research carried out in previous years in work activity, and followed up when dealing with a brief educational history with emphasis from catechesis to indigenous schooling, the legal order to education, essential to the fundamentals of methodologies to pedagogical training, education to inform versus form before the Amerindian perspectivism of the circum-Roraima and the schooling in this social context, finally presents the epilogue when it wove the prospection and the conclusion of this investigation.
Description
Keywords
Interculturalidade Formação Educação rural Escolarização indígena Classe multisseriada Interculturality Training Rural education Indigenous schooling Several class
Pedagogical Context
Citation
Melo, Maria Guiomar de - A formação continuada de professores(as) da educação rural [Em linha]: da Escola Ativa à Escola da Terra (2009 a 2014). [S.l.]: [s.n.], 2023. 223 p.