Trabalho cooperativo no MST e ensino fundamental rural: desafios à educação básica

Ribeiro, Marlene

doi:10.1590/s1413-24782001000200003

Cited by 5 publications

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“…Many teachers are unable to grasp the specific issues confronting rural education or to understand how education plays a role in the landless‐movement project of social transformation (Diniz‐Pereira ). Likewise, there is antagonism between MST's educational principles—centering on the values of cooperation and Solidarity—and what the educational establishment would like to transmit to the children: values of competition and individualism (Ribeiro ).…”

Section: The Struggle For Educationmentioning

confidence: 99%

Countering Inequality: Brazil's Movimento Sem‐Terra

Valente

Berry

2015

Geographical Review

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ABSTRACT. Data from a national survey of formerly landless peasants residing in federal land-reform settlements in Brazil (Pesquisa Nacional de Educac ßão na Reforma Agr aria -PNERA) confirm that the Landless Rural Workers Movement (Movimento dos Trabalhadores Rurais Sem-Terra-MST) has been far more successful than other settlement movements in assuring a better quality of life for its members. This superior performance is attributed to an organizational structure that demands and assures membership involvement, and a commitment to participatory education in an environment that fosters and supports MST's goals and objectives. MST's members have higher self-perceived social status than members of non-MST movements, have better residential environments and more material possessions, and experience an education that emphasizes the movement's principles of social justice, radical democracy, and humanist and socialist values. Keywords: Movimento dos Trabalhadores Rurais Sem-Terra (MST), rural education, Brazil, Pesquisa Nacional de Educac ßão na Reforma Agr aria (PNERA), agrarian reform.As Brazil entered the final quarter of the twentieth century, a massive landless rural population, poor and uneducated, confronted it. To be sure, urbanward migration was running apace as the most enterprising headed to the cities, increasing the number and size of urban squatter settlements (favelas), but much of the peasantry remained locked to a countryside where half of the usable land was in the hands of less than 1 percent of the population. However, building on the successes of those establishing favelas in the cities, and amidst rising social consciousness stimulated by aggressive community organization, a number of settlement movements emerged that were committed to securing land for the peasantry, improving living conditions and housing, and ensuring at least a basic education for all. By late 2004, the National Research on Education in Agrarian Reform (Pesquisa Nacional de Educac ßão na Reforma Agr aria-PNERA), which was conducted by the Ministry of Education in a joint effort with the Ministry of Agrarian Development through the National Institute of Colonization and Agrarian Reform (Instituto Nacional de Colonizac ßão e Reforma Agr aria-INCRA) and the National Institute of Educational Studies and Research (Instituto Nacional de Estudos e Pesquisas Educacionais-INEP), identified 5,595 rural settlements planted by these movements and legalized since 1985, with over 2.5 million residents-close to 525,000

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Section: The Struggle For Educationmentioning

confidence: 99%

Countering Inequality: Brazil's Movimento Sem‐Terra

Valente

Berry

2015

Geographical Review

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“…More than that, it's an abstract pedagogy, separate from the world of work, in which real people, with their lives, their challenges and their cultures are absent, replaced by an idea of 'universal student', 'universal school', which hides the processes that produce social inequalities. 7 (FERNANDES et al, 2008, p. 28, our translation) The schools where the project was implemented are rural and offer education based on a pedagogical practice grounded on a traditional approach, which opposes the rural workers' way of being, way of producing food and culture, in a disconnect between their life and school education, which is noticed by farmers (RIBEIRO, 2005). Therefore, we sought to contribute, as much as possible, to the process of empowering those involved, in order to foster the adoption of rural pedagogy, which " […] dialogues with progressive pedagogy, which seeks an omnilateral education of human beings and social equality" 8 (SOUZA et al, 2008, p. 52, our translation), based on a Freirean pedagogical matrix, in which culture, labor and critical conscience are valued.…”

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The game in multigrade classes at rural schools: aid to the adoption of essential rules to life

Silva

Costa

2020

Redufor

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The purpose of this article is to disseminate some of the actions developed during the execution of the project “Didactic resources: games as auxiliary tools for the transversal teaching of rules to the development of meaningful values to life in the rural world”, developed in 2018, at CampusIII of the Federal University of Paraíba. In order to contribute to the education of the rural world, in particular those who studied in multigrade rural schools, we used authors such as Freire (1983), Macedo (2008), Santos (2013), Tarouco (2004), among others, focusing on use of games as auxiliary didactic teaching resources. The target audience included teachers and students from rural schools in Pirpirituba, Paraíba. After the development of this work, it was possible to perceive the importance of games as facilitators in solving problems/difficulties and overcoming challenges that arise in teaching multigrade classes, demonstrating the importance of activities and respecting the singularities of each subject.

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“…Mais do que isso, é uma pedagogia abstrata, separada do mundo do trabalho, na qual os sujeitos reais, com suas vidas, seus desafios e suas culturas estão ausentes, substituídos por uma ideia de 'aluno universal', de 'escola universal', que oculta os processos de produção das desigualdades sociais. (FERNANDES et al, 2008, p. 28) As escolas em que o projeto foi implantado são rurais e ofertam um ensino fundamentado numa prática educativa calcada numa abordagem tradicional, a qual se contrapõe ao modo de ser, de produzir alimentação e cultura dos trabalhadores rurais, numa desconexão entre a vida deles e a formação escolar, a qual é percebida pelos camponeses (RIBEIRO, 2005). Por isso, procurou-se colaborar, na medida do possível,…”

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O jogo em turmas multisseriadas de escolas rurais

2020

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O presente artigo tem a finalidade de divulgar algumas das ações desenvolvidas durante a execução do projeto “Recursos didáticos: os jogos como instrumentos auxiliares do ensino transversal de regras à formação de valores significativos à vida do mundo rural”, desenvolvido, no ano de 2018, no Campus III da Universidade Federal da Paraíba (UFPB). Para contribuir com a educação dos sujeitos do mundo rural, em particular aqueles que estudassem em escolas rurais multisseriadas, partimos de autores como Freire (1983), Macedo (2008), Santos (2013), Tarouco (2004), entre outros, focalizando o uso de jogos como recursos didáticos auxiliares do ensino. O público-alvo incluiu professores e alunos de escolas rurais de Pirpirituba (PB). Após o desenvolvimento desse trabalho, foi possível perceber a importância dos jogos como facilitadores da resolução de problemas/dificuldades e da superação de desafios que surgem no ensino em turmas multisseriadas, demonstrando a importância das atividades respeitando as singularidades de cada sujeito/contexto.

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Trabalho cooperativo no MST e ensino fundamental rural: desafios à educação básica

Cited by 5 publications

References 0 publications

Countering Inequality: Brazil's Movimento Sem‐Terra

Countering Inequality: Brazil's Movimento Sem‐Terra

The game in multigrade classes at rural schools: aid to the adoption of essential rules to life

O jogo em turmas multisseriadas de escolas rurais

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