Da educação rural à educação do campo: revisão crítica
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Tipo
Artigos temáticos
Classficação
Nível teórico
Data
2011
Autores
ORCID
Título do Períodico
Revista da FAEEBA - Educação e Contemporaneidade
ISSN
2358-0194
Página(s)/e-location
205-214
Idioma(s)
pt
Fonte
Fonte
Salvador
20
36
jul./dez.
20
36
jul./dez.
Resumo
O propósito deste estudo é recuperar alguns dos eventos históricos da educação rural que esclarecem o percurso da evolução de seu significado para a concepção, social e politicamente mais ampla, da educação do campo, observando e problematizando, nesse percurso, fatores que fundamentam reivindicações por maior atenção à escola e às práticas pedagógicas. A metodologia inclui revisão de estudos, cujos aportes críticos sustentam a problematização, construída no estilo ensaístico. A revisão aponta um longo tempo de pouca atenção política ao contexto rural e suas escolas, cujo currículo e práticas têm sido submetidos ao modelo da escola urbana. Destaca-se, então, a relevância histórica de movimentos sociopolíticos em prol da valorização dos sujeitos do meio rural, incluindo indígenas e remanescentes dos quilombos, reconhecendo-se sua importância para a vida e a história do país. Assim, no percurso histórico e nos aportes críticos revistos neste artigo, observa-se a crescente ênfase em recursos e condições que propiciem a oferta de um processo educativo contextualizado, assegurando-se também os princípios de qualidade educacional. Desse modo, este estudo demonstra o quanto o campo inspira reflexões e requer a continuidade e aprofundamento de estudos que visibilizem suas questões e apelos
The purpose of this study is to recover some of the historic events of the rural education that clarify the route of the evolution of its significance to the conception, social and politically wider, from the field education, observing and questioning, in this route, factors that base claims for greater attention to school and its pedagogical practices. The methodology has included review of studies, whose critical contribution have sustained the questioning, constructed in the essay style. The review points to a long time of few political attention to the rural context and their schools, whose curriculum and practices have been submitted to the model of urban schools. It has been highlighted, though, the historic relevance of social political movements in favor of the valorization of the subjects from the rural environment, including indigenous and remaining of the quilombos, recognizing their importance to the life and history of the country. Thus, in the historical route and in the critical contributions reviewed in this article we have observed the growing emphasis in resources and conditions that favors the offer of a contextualized educational process, assuring also the principles of educational quality. This way, this study has demonstrated how the field inspires reflections and requires the continuity and deepening of studies that visualizes its questions and appeals.
The purpose of this study is to recover some of the historic events of the rural education that clarify the route of the evolution of its significance to the conception, social and politically wider, from the field education, observing and questioning, in this route, factors that base claims for greater attention to school and its pedagogical practices. The methodology has included review of studies, whose critical contribution have sustained the questioning, constructed in the essay style. The review points to a long time of few political attention to the rural context and their schools, whose curriculum and practices have been submitted to the model of urban schools. It has been highlighted, though, the historic relevance of social political movements in favor of the valorization of the subjects from the rural environment, including indigenous and remaining of the quilombos, recognizing their importance to the life and history of the country. Thus, in the historical route and in the critical contributions reviewed in this article we have observed the growing emphasis in resources and conditions that favors the offer of a contextualized educational process, assuring also the principles of educational quality. This way, this study has demonstrated how the field inspires reflections and requires the continuity and deepening of studies that visualizes its questions and appeals.
Descrição
Palavras-chave
Educação rural, Revisão crítica, Problematização, Educação do campo, Rural education, Critic Review, Questioning, Field education
Citação
RANGEL, Mary; BRANCA, Rosângela Carmo. Da educação rural à educação do campo: revisão crítica. Revista da FAEEBA - Educação e Contemporaneidade, Salvador, v. 20, n. 36, p. 205-214, jul/dez. 2011. 10.21879/faeeba2358-0194.2011.v20.n36.p%p. Disponível em: http://www.revistas.uneb.br/index.php/faeeba/article/view/311. Acesso em: 2022-03-08