Pedagogia Socialista Soviética: Categorias Que Se Articulam Na Construção De Uma Nova Escola Para Uma Nova Sociedade

2022

Rev. Bras. Educ. Camp.

The present text discusses the Degree in Education for Rural Areas at the University of Brasília, seeking to identify which elements of the training process of this Degree contribute to the formation of the Kalunga Quilombo people as collective intellectuals and to their performance as teachers, school and community managers, so as to incorporate the knowledge of these individuals and their demands in this process. The methodology is based on Dialectical Historical Materialism and research carried out both at LEdoC-UnB and in the Kalunga-Goias Quilombola territory. These researchs are linked to the work supported by CNPq and to Doctoral research, in both, resorting to the instruments of participant research (Schmidt, 2006), making observations, document analysis of academic productions of the individuals involved and semi-structured interviews. This article is based on the theoretical and practical construct of Education for Rural Areas; the influences of Socialist Pedagogy and the formation of collective intellectuals in the Gramscian perspective. The outcomes indicate that the formation of LEdoC-UnB has had repercussions on both teacher’s training and individuals’ social spheres of action, such as school and community leaders strengthening processes that have been triggering relevant collective transformations, even before tensions and contradictions that permanently challenge their performance.

Section: Introductionunclassified

Licenciatura em Educação do Campo - UnB e a formação de docentes Intelectuais Coletivos: influências da Pedagogia Socialista na formação de educadores do campo do Território Kalunga – Goiás

Molina

Xavier

2022

Rev. Bras. Educ. Camp.

A práxis de egressos(os) da LEdoC UnB na gestão das escolas do campo: caminhos para resistência à Matriz Nacional Comum de Competências do Diretor Escolar

Molina

Brito

2021

Rev. Bras. Educ. Camp.

The reflections presented here are part of a research developed with the support of the National Council of Scientific and Technological Development (CNPq), aiming at analyzing the praxis of graduates of the Licentiate Degree in Education for Rural Areas of the University of Brasília - LEdoC UnB and their contributions to the implementation of new logics of School Organization and Pedagogical Work in Schools for Rural Areas, held between 2020 and 2023. This article discusses the proposition of the National Council of Education - CNE to establish a Common National Competence Matrix for School Principal - MNCCDE and seeks this discussion based on the perspective of the Education for Rural Areas principles that guide the training project of the LEDoCs. The main objective of this text is to identify the ways and possibilities of action of LEdoC UnB graduates that points to resistance to the neoliberal, neotechnicist and generalizing perspective of making the principle of democratic management secondary. The methodological orientation is anchored in the assumptions of Historical-dialectical Materialism, having totality, historicity and contradiction as central categories. The collaborating subjects of the research are graduates of LEdoC of the University of Brasília who work or have worked in the management of school educational processes. In this sense, conversation circles were held with the referred subjects and documental analysis of the following materials was made: Pedagogical Political Projects of the schools in which the graduates work or have worked; Course Conclusion papers and Dissertations produced by them and analysis of the MNCCDE Draft. The results show that this Matrix attacks the pedagogical principles that have been worked in the Licentiate Courses in Education for rural Areas in Brazil and that the praxis of LEdoC UnB alumni who collaborated to this research points to resistance to the capital's educational project in different dimensions, highlighting: a) the search for the intrinsic articulation between the struggles for the right to land, work and education – political commitment; b) the Theory-Practice unit from the perspective of praxis; c) collective work and community participation; d) self-organization and f) the exercise of democratic management based on the understanding of participatory democracy based on self-management.

Moisey Mikhaylovich Pistrak: Pedagogia Russa, Educação e Revolução

Barroso

Filho

et al. 2020

RSD

This article deals with Russian Pedagogy, its historical context and the contributions of this movement to the education of the time. Thus, the general objective is to analyze the contributions of Pistrak and his works in the movement called Russian Pedagogy. To this end, a theoretical study was carried out, a bibliographic study centered on the context of ancient Russia and the Pedagogy movement between 1917 and 1932. The focus was the author Moisey Mikhaylovich Pistrak and the school of work. Finally, it was observed that the school of work aimed at the formation of a new socialist society. In this sense, the nature of education, the cultural role of the school of work and the relationship between science and work are the three conclusions drawn by Pistrak on school work. Thus, a more concrete definition of the word work is to have a participation in the student's life and in its social construction, both inside and inside the classroom and science as a generalized and systematized guiding practice of this activity