Navegando por Assunto "Educação rural"

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Análise da política de educação especial na perspectiva inclusiva em interface as escolas do campo no município de Gravatá–PE
(2024-08-17) Santos, Alberis Luís dos; Pinto, Lucas Alencar; http://lattes.cnpq.br/0226788457940075; http://lattes.cnpq.br/2581161375602641
Esta pesquisa tem como objetivo investigar como se desenvolve a Política de Educação Especial e Inclusiva em interface com escolas do campo no município de Gravatá–PE. Enquanto objetivos específicos, a pesquisa busca descrever a estruturação dessa política, identificar as estratégias e desafios enfrentados por educadores e gestores, e verificar os avanços do Plano Municipal de Educação de Gravatá (2014-2023) na inclusão educacional. O referencial teórico contemplou discussões acerca da Política de Educação Especial na Perspectiva Inclusiva (PNEEPEI), da interface dessa política com a educação do campo, e do contexto sócio-histórico das pessoas com deficiência no Brasil, citando autores como Santos (2016), Carmargo (2017), Kassar (2011), Padilha (2017), e Andrade (2023). Os procedimentos metodológicos adotados consistiram na realização de questionários e análises documentais envolvendo seis participantes, incluindo professores e coordenadores de duas escolas do campo em Gravatá. Os dados obtidos indicam que, embora haja um reconhecimento da importância da educação inclusiva, há desafios significativos relacionados à acessibilidade e à formação de professores. Com base nos resultados e discussões apresentadas, considera-se que, apesar dos avanços na implementação da PNEEPEI, ainda existem barreiras consideráveis que dificultam a plena inclusão de alunos com deficiência nas escolas do campo.
Desenvolvimento de mídias digitais na educação do campo: o Projeto DEMULTS em escolas municipais de Vicência - PE
(2020-11-03) Queiroz, Shany Lira de; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/8239910414586501
Digital Information and Communication Technologies (DICTs) that expand their domain and become progressively more present in the daily lives of societies in the contemporary world. However, in the rural regions of Brazil, the numbers related to access to digital technological goods are still lower than the urban regions of the country. Evidenced as potentialities of these technologies in producing and sharing content, the need for their insertion in rural schools is pointed out, taking into consideration, essentially, the principles of Rural Education, after decades of effort by social movements in favor of its construction. Understanding this problem, in 2019, the research group DEMULTS (Educational Development of Sustainable Multimedia) developed a project aimed at the context of Rural Education. This group, which has been active since 2011, aims to promote learning through media development Digital using a participative/cooperative methodology that puts the student as an agent of knowledge construction. The researcher joined the project team, participating in all its development, in the municipality of Vicência-PE, which is why the study is organized as participant research. The objective of the present study was to analyze how changes in the DEMULTS methodology resulted from its application in the context of Rural Education. As the main results of the analysis of these modifications, it was possible to identify an alignment with the principles of Rural Education, in addition to the inclusion of agricultural technicians, making a participatory/collaborative learning network in the process of building digital artifacts, aimed at valuing knowledge and of rural culture. An in-depth analysis of the above changes plus relevant reflections on the use of DICTs in the context of Rural Education.
Educação na zona rural: dificuldades no processo de ensino e aprendizagem
(2021) Araújo, Claudiana Rafaela de Lima; Aguiar, Eliene da Silva; Souza, Sandra Rodrigues de; http://lattes.cnpq.br/4678692939311710
Escola do campo: sentidos atribuídos pelos professores do campo do Distrito de Miracica, Garanhuns - PE
(2019-02-12) Diniz, Hohana Cibelle Cavalcanti; Barra Nova, Taynah de Brito; http://lattes.cnpq.br/1093805068631305; http://lattes.cnpq.br/0801004781433805
The Rural Education (Countryside) is a modality of the Brazilian education directed to the populations of the field and predicted with adaptations to the peculiarities of the life in the Countryside and to the specifics of each region. Legally, Guidelines point out particular orientations for essential aspects to the organization of the pedagogical action performed in the Rural Schools, encompassing curricular contents and methodologies appropriate to the real needs and interests of the students attended; and encourage institutions to create their own school organization, such as the adaptation of the School Calendar to the productive phases of the population served and the climatic conditions. This work had as objective to analyze how the teachers who work in the Rural School in Garanhuns, in the District of Miracica, understand the Rural Education (Countryside). The text presents the advances that the education offered to the populations of the field suffered from the decade of 1930, focusing on the active participation of the social movements in the protagonism of the educational achievements of the populations of the field . The research was carried out in the city of Garanhuns / PE, with 57 teachers from Rural Education (Countryside) in the District of Miracica. We used the questionnaire and interview as collection tools, and Content Analysis guided our interpretation of the data. Through the questionnaire we approach characteristics of the profile of the faculty of the District, identifying, predominantly, a female and young group with Higher Education. The interviews showed that these teachers understand that the Rural School has the role of strengthening the local identity of the student, carrying the potential to offer a better quality of life to the public served and, consequently, to encourage the populations of the field to stay in rural school. For teachers, the Rural Education (Countryside) should consider the local identity characteristics within pedagogical making, although the challenges faced by those who commit themselves to try to do so, such as the existence of a single Pedagogical Proposal for all schools in the municipality and the absence of a School Calendar for the Rural Education (Countryside).
Um olhar inacabado do mundo. diversidade, complexidade e movimento
(EDUFRPE, 2022) Lima, Jorge Roberto Tavares de
PRONERA: educação no campo e a experiência da UAST no Sertão do Pajeú - PE
(2021-07-28) Silva, Milena Luiza da; Faria, Maurício Sardá de; http://lattes.cnpq.br/1513772085737367; http://lattes.cnpq.br/5131774491102232
Relatório final do estágio curricular obrigatório
(2019) Lins, Maria Gabriela Freire; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410; http://lattes.cnpq.br/7146250311132598
Relatório final do estágio curricular obrigatório
(2019) Lima, Carlos Roberto de; Santos, Maria Elizabete Pereira dos; Faria, Andréa Alice da Cunha; http://lattes.cnpq.br/9061416520602275; http://lattes.cnpq.br/7005094493372410