The article presents the results from the research “Mapping countryside education in Minas Gerais: who and where are the Vale do Jequitinhonha´s graduates from LeCampo UFMG (2005-2011)” about the profile and action of these Vale do Jequitinhonha´s graduates from 2005 and 2011. The methodology consists of the application of twenty-one quizzes and five interview, which enable identify, characterize and map who are and what occupation does these graduates have. The theoretical reference cover three main axes: countryside education, Vale do Jequitinhonha and research with the graduates from a social-historical and territorial point of view. As a result of the research, a diversity of positions, practices and institutions occupied by graduates was found, which supported the creation of a map indicating and qualifying the spatialization and territorialization of the struggle for land from the socio-professional performance of graduates in Minas Gerais.
Este artículo tuvo como objetivo describir desde la perspectiva docente las adaptaciones realizadas durante la pandemia del COVID-19 a los procesos de educación rural para dar continuidad a las clases en tiempos de pandemia en dos regiones de América Latina: el estado de Minas Gerais (Brasil) y la provincia de Misiones (Argentina). El diseño utilizado fue el estudio de casos múltiples. La investigación se cumplió entre mayo y junio de 2020, se realizaron 20 (veinte) entrevistas a docentes y se utilizó el análisis de contenido categórico para conocer de qué modo se trabajó para garantizar la educación a los estudiantes rurales durante la pandemia. La necesidad de aislamiento social forzó el uso de tecnologías para mantener las actividades de enseñanza y aprendizaje en los contextos rurales que, desde antes de la pandemia, tenían dificultades en el acceso. Aunque las regiones de los países enfocados son diferentes y con diferentes apoyos legales, las dificultades para mantener las prácticas educativas de calidad y garantizar el acceso siguen siendo un desafío compartido de estos territorios rurales-campesinos argentinos y brasileños, donde la pandemia agravó las problemáticas preexistentes y donde persisten las dificultades y desigualdades.
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In this text, we present the repercussions of continuing education: Escola da Terra, developed by the Center for Studies and Research in Rural Education of the Faculty of Education of the Federal University of Minas Gerais, FAE-UFMG, in partnership with the State Department of Education of Minas Gerais Gerais, Municipal Education Departments and the Ministry of Education (MEC). The program has already carried out four offers between 2015 and 2021. Such training is based on principles of Rural Education: considering the school as a right, alternating training as a pedagogical condition and the protagonism of subjects as central. Anchored in these principles, the training process is built, considering the educational needs of the territories, articulating them to specific methodological procedures, questioning them about the school and its subjects, in order to understand them in order to act and transform the practice. The results of the training course of the four offers of the program in Minas Gerais were achieved, both at the individual quantitative level, with more than five hundred Pedagogical Action Plans (PAPs), and at the collective level, considering changes in schools in different municipalities in the State of Minas Gerais.
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