Abstract:RESUMO: A efetivação do direito à educação do campo para as comunidades campesinas compreende grandes desafios, os quais perpassam desde os aspectos pedagógicos até a infraestrutura. Em função desses desafios, esta pesquisa tem por objetivo apresentar a realidade de três escolas do campo localizadas no Noroeste Fluminense, estado do Rio de Janeiro. Concretamente, analisamos as condições infraestruturais dessas escolas, com base em três categorias analíticas: infraestrutura arquitetônica; infraestrutura básica;… Show more
“…Rural areas in Brazil have disadvantages in terms of infrastructure and availability of resources, services and basic inputs when compared to urban areas [ 43 ] and this unfavorable condition reflects the lower availability of sports facilities in rural areas and can impact engagement in different types of physical activity and sports.…”
Objective
The aim of the study was to analyze gender inequalities in types of physical activity (PA) and in the use of screen-based devices among schoolchildren from both urban and rural areas in Brazil.
Methods
Data from two population-based surveys conducted in 2019 (urban areas: n = 2,479; 52.6% girls; age = 9.2 ± 1.51 years) and 2022 (rural areas: n = 979; 42.6% girls; age = 9.4 ± 1.52 years) were used. PA (active play, nonactive play, home chores, and structured physical activities) and the use of screen-based devices (TV, cellphone, videogame, and computer) were self-reported in a previous-day-recall online questionnaire (Web-CAAFE). Absolute gender inequalities were evaluated and presented as equiplots. Relative gender inequalities were evaluated by the prevalence ratio (PR) and respective 95% confidence intervals (95% CI), which were estimated by Poisson regression, with adjustments for age and BMI z scores.
Results
Girls from urban and rural areas presented a lower prevalence of active play and a higher prevalence of home chores. The prevalence of nonactive play among girls from urban areas was also lower; however, their prevalence of structured physical activities was higher, especially among girls aged seven to nine years. Girls in both urban and rural areas presented a higher prevalence of TV viewing and lower use of video games.
Conclusion
The gender inequalities observed in the types of physical activities and in the use of screen-based devices could be considered potential correlates of the likelihood of girls’ and boys’ compliance with the physical activity guidelines.
“…Rural areas in Brazil have disadvantages in terms of infrastructure and availability of resources, services and basic inputs when compared to urban areas [ 43 ] and this unfavorable condition reflects the lower availability of sports facilities in rural areas and can impact engagement in different types of physical activity and sports.…”
Objective
The aim of the study was to analyze gender inequalities in types of physical activity (PA) and in the use of screen-based devices among schoolchildren from both urban and rural areas in Brazil.
Methods
Data from two population-based surveys conducted in 2019 (urban areas: n = 2,479; 52.6% girls; age = 9.2 ± 1.51 years) and 2022 (rural areas: n = 979; 42.6% girls; age = 9.4 ± 1.52 years) were used. PA (active play, nonactive play, home chores, and structured physical activities) and the use of screen-based devices (TV, cellphone, videogame, and computer) were self-reported in a previous-day-recall online questionnaire (Web-CAAFE). Absolute gender inequalities were evaluated and presented as equiplots. Relative gender inequalities were evaluated by the prevalence ratio (PR) and respective 95% confidence intervals (95% CI), which were estimated by Poisson regression, with adjustments for age and BMI z scores.
Results
Girls from urban and rural areas presented a lower prevalence of active play and a higher prevalence of home chores. The prevalence of nonactive play among girls from urban areas was also lower; however, their prevalence of structured physical activities was higher, especially among girls aged seven to nine years. Girls in both urban and rural areas presented a higher prevalence of TV viewing and lower use of video games.
Conclusion
The gender inequalities observed in the types of physical activities and in the use of screen-based devices could be considered potential correlates of the likelihood of girls’ and boys’ compliance with the physical activity guidelines.
“…Os problemas de infraestrutura são comuns e constituem a dura realidade da maioria das escolas indígenas, e esse fato impacta profundamente no acesso e permanência dos alunos, e ainda, a possibilidade de uma educação pública de qualidade. Essa inadequação se reflete na precariedade das instalações educacionais, sobretudo na região Norte, precariedade esta que é caracterizada por salas de aula inadequadas, ausência de laboratórios e bibliotecas, além de deficiências no transporte escolar, cria barreiras significativas para o acesso a uma formação educacional básica (Andrade, 2020).…”
Section: A Realidade E a Estrutura Física Da Escola Indígena Visitadaunclassified
O estudo tem como objetivo geral analisar a abordagem do ensino de Geografia em sala de aula e a utilização de metodologias ativas em uma escola indígena localizada no município de Iranduba, Amazonas. Os objetivos específicos foram: descrever a prática de um docente indígena no ensino de Geografia; identificar as metodologias e recursos didáticos empregados no processo de ensino e aprendizagem de conteúdos cartográficos na escola indígena; compreender de que maneira as metodologias ativas podem contribuir para a melhoria da aprendizagem significativa com alunos no contexto de uma escola indígena. Os procedimentos metodológicos adotados foram: revisão teórico-metodológica acerca da Educação Indígena, Educação Escolar Indígena, e metodologias ativas. Foram aplicados questionários aos professores e ao gestor para identificar práticas docentes. Observou-se aulas de Geografia recursos utilizados em aulas. Os resultados revelaram que a falta de formação dos docentes, o desconhecimento acerca de metodologias ativas e a escassez de recursos didáticos disponíveis representam obstáculos significativos para o ensino da disciplina de Geografia na referida escola, sobretudo no que diz respeito aos conteúdos cartográficos.
“…O desafio de pensar a profissionalização de educadores do campo no âmbito da Educação Básica, pautada na experiência, significa, em outros aspectos, possibilitar estratégias de resistência diante do cenário brutal de fechamento de escolas do campo e negação do direito à educação (Andrade & Rodrigues, 2020). Nesse sentido, torna-se fundamental discutir sobre a formação de educadoras/es do campo e, por conseguinte, o impacto dessa formação na atuação de docentes que compreendam a complexidade que envolve a questão agrária no Brasil.…”
Section: Os Arranjos Conceituais E Metodológicos Da Pesquisaunclassified
The aim of the present article is to analyze Basic Education teachers’ professionalization in three rural schools in Santo Antônio de Pádua County, –Rio de Janeiro State, Brazil. The adopted methodology followed the participatory observation, which allowed experiences lived in the investigated schools from 2015 to 2019 to raise data diversity. Most of all research results have shown abandonment by the public authorities regarding schools’ infrastructure, teachers’ initial and continuing training, as well as lack of both political-pedagogical projects and teaching/learning practices based on the principles set for Rural Education and the Pedagogy of Alternation. All these missing elements have impact on teaching autonomy and lead to the degradation in the identity and geography of communities that have attended and still attend to these schools.
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