The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts

In this article we bring the history of constitution of the Degree in Rural Education: Natural Sciences (LECAMPO) at the Federal University of Paraná (UFPR) implemented from the public educational policy Support Program for Higher Education in Rural Education (PROCAMPO) by the Secretariat for Contin...

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Autor principal: Martins Melzer, Ehrick Eduardo
Formato: Artículo revista
Lenguaje:Portugués
Publicado: IRICE (CONICET-UNR) 2020
Materias:
rural education
educational policy
higher education
PROCAMPO
educación del campo
política educativa
educación superior
educação de campo
política educacional
ensino superior
Acceso en línea:https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1485
Aporte de:
Revista IRICE (CONICET) de Universidad Nacional de Rosario
id I15-R240-article-1485
record_format ojs
institution Universidad Nacional de Rosario
institution_str I-15
repository_str R-240
container_title_str Revista IRICE (CONICET)
language Portugués
format Artículo revista
topic rural education
educational policy
higher education
PROCAMPO
educación del campo
política educativa
educación superior
PROCAMPO
educação de campo
política educacional
ensino superior
PROCAMPO
spellingShingle rural education
educational policy
higher education
PROCAMPO
educación del campo
política educativa
educación superior
PROCAMPO
educação de campo
política educacional
ensino superior
PROCAMPO
Martins Melzer, Ehrick Eduardo
The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
topic_facet rural education
educational policy
higher education
PROCAMPO
educación del campo
política educativa
educación superior
PROCAMPO
educação de campo
política educacional
ensino superior
PROCAMPO
author Martins Melzer, Ehrick Eduardo
author_facet Martins Melzer, Ehrick Eduardo
author_sort Martins Melzer, Ehrick Eduardo
title The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
title_short The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
title_full The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
title_fullStr The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
title_full_unstemmed The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts
title_sort ufpr rural education course: history and construction of pedagogical processes in teacher education for brazilian rural contexts
description In this article we bring the history of constitution of the Degree in Rural Education: Natural Sciences (LECAMPO) at the Federal University of Paraná (UFPR) implemented from the public educational policy Support Program for Higher Education in Rural Education (PROCAMPO) by the Secretariat for Continuing Education, Literacy, Diversity and Inclusion (SECADI) in the Ministry of Education (MEC) with the aim of training teachers to work in rural schools in different Brazilian rural contexts based on the work with the logic of formative times of the alternation regime. Our purpose was to outline the process of building the course within the historical framework of educational policy from 2014 to 2018. Our source of data were documents and statistics produced by the course, data from the Higher Education Census of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the MEC evaluation report. We discussed the historical process of construction along two main axes: (a) the geographical scope of the course with the option of the strategy of decentralizing classes (roaming); (b) the differentiated or mat of the course’s pedagogical project (PPC) and the pedagogical practices regarding shared teaching as a political strategy to strengthen emancipator education based on the concrete reality of the subjects within the objectives of rural education. What we understand about this construction from its history is that LECAMPO has produced different ways of developing training processes for future educators, presenting data of evasion and positive conclusion in relation to other courses within the same area of knowledge, Natural Sciences, reflecting in the recent evaluation with maximum score.
publisher IRICE (CONICET-UNR)
publishDate 2020
url https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1485
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spelling I15-R240-article-14852022-05-02T16:51:07Z The UFPR rural education course: history and construction of pedagogical processes in teacher education for Brazilian rural contexts La carrera de Educación del Campo de la UFPR: historia y construcción de procesos pedagógicos en la formación docente para contextos rurales brasileños O curso de Educação do Campo da UFPR: história e construção de processos pedagógicos na formação de professores para os contextos rurais brasileiros Martins Melzer, Ehrick Eduardo rural education educational policy higher education PROCAMPO educación del campo política educativa educación superior PROCAMPO educação de campo política educacional ensino superior PROCAMPO In this article we bring the history of constitution of the Degree in Rural Education: Natural Sciences (LECAMPO) at the Federal University of Paraná (UFPR) implemented from the public educational policy Support Program for Higher Education in Rural Education (PROCAMPO) by the Secretariat for Continuing Education, Literacy, Diversity and Inclusion (SECADI) in the Ministry of Education (MEC) with the aim of training teachers to work in rural schools in different Brazilian rural contexts based on the work with the logic of formative times of the alternation regime. Our purpose was to outline the process of building the course within the historical framework of educational policy from 2014 to 2018. Our source of data were documents and statistics produced by the course, data from the Higher Education Census of the National Institute of Educational Studies and Research Anísio Teixeira (INEP) and the MEC evaluation report. We discussed the historical process of construction along two main axes: (a) the geographical scope of the course with the option of the strategy of decentralizing classes (roaming); (b) the differentiated or mat of the course’s pedagogical project (PPC) and the pedagogical practices regarding shared teaching as a political strategy to strengthen emancipator education based on the concrete reality of the subjects within the objectives of rural education. What we understand about this construction from its history is that LECAMPO has produced different ways of developing training processes for future educators, presenting data of evasion and positive conclusion in relation to other courses within the same area of knowledge, Natural Sciences, reflecting in the recent evaluation with maximum score. En este artículo traemos la historia de la constitución del Profesorado en Educación Rural: Ciencias de la Naturaleza (LECAMPO) en la Universidad Federal de Paraná (UFPR) implementada desde la política pública educativa Programa de Apoyo para la Formación Superior en Educación Rural (PROCAMPO) de la Secretaría de Educación Continuada, Alfabetización, Diversidad e Inclusión (SECADI) del Ministerio de Educación (MEC), con el objetivo de formar docentes para trabajar en escuelas del campo en diferentes contextos rurales brasileños a partir del trabajo con la lógica de los tiempos formativos del régimen de alternancia. Nuestro objetivo fue delinear el proceso de construcción de la carrera dentro del marco histórico de la política educativa desde el año 2014 hasta el 2018. Nuestra fuente de datos integró documentos y estadísticas producidas por el curso, datos del Censo de Educación Superior del Instituto Nacional de Estudios e Investigaciones Educativas Anísio Teixeira (INEP) y el informe de evaluación del MEC. Buscamos discutir el proceso histórico de construcción en torno a dos ejes principales: (a) el ámbito geográfico del curso con la opción de la estrategia de descentralización de clases (régimen de alternancia); (b) el formato diferenciado del proyecto pedagógico del curso (PPC) y las prácticas pedagógicas en torno a la enseñanza compartida como estrategia política para fortalecer la educación emancipadora trabajada a partir de la realidad concreta de los sujetos y relacionada a los objetivos de la educación rural. Lo que entendemos de esta construcción desde su historia es que LECAMPO ha producido diferentes formas de desarrollar procesos de formación para futuros educadores, presentando datos de evasión y conclusión positiva en relación a otros cursos dentro de la misma área de conocimiento, Ciencias Naturales, lo que se refleja en una evaluación reciente en la que obtuvo puntaje máximo. Neste artigo trazemos o histórico de constituição da Licenciatura em Educação do Campo: Ciências da Natureza (LECAMPO) na Universidade Federal do Paraná (UFPR) implementado a partir da política pública educativa Programa de Apoio à Formação Superior em Licenciatura em Educação do Campo (PROCAMPO) da Secretaria de Educação Continuada, Alfabetização, Diversidade e Inclusão (SECADI) do Ministério da Educação (MEC) com o objetivo de formar professores para atuar em escolas do campo nos diversos contextos rurais brasileiros tendo como base o trabalho com a lógica de tempos formativos do regime de alternância. Nosso objetivo foi traçar o processo de construção do curso dentro do arco histórico da política educacional de 2014 a 2018. Nossa fonte de dados foi composta por documentos e estatísticas produzidas pelo curso, dados do Censo da Educação Superior do Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira (INEP) e o informe de avaliação do MEC. Buscamos discutir o processo histórico de construção em dois grandes eixos: (a) o alcance geográfico do curso com a opção da estratégia de descentralização das turmas (itinerância); (b) o formato diferenciado do projeto pedagógico do curso (PPC) e as práticas pedagógicas no que se refere à docência compartilhada como uma estratégia política para fortalecer a educação emancipatória trabalhada a partir da realidade concreta dos sujeitos dentro dos objetivos da educação do campo. O que compreendemos desta construção a partir de sua história é que a LECAMPO tem produzido formas diferenciadas de desenvolver processos formativos de futuros educadores, apresentando dados de evasão e conclusão positivos em relação a outros cursos dentro da mesma área de conhecimento, Ciências da Natureza, o que se reflete em uma recente avaliação na que atingiu nota máxima. IRICE (CONICET-UNR) 2020-12-18 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1485 10.35305/revistairice.vi39.1485 Revista IRICE; Núm. 39 (2020); 11-52 2618-4052 0327-392X por https://ojs.rosario-conicet.gov.ar/index.php/revistairice/article/view/1485/2245 https://creativecommons.org/licenses/by-nc-sa/4.0

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