Countryside education and territorial action. Knowledge and practices in the formative process of countryside educators
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Countryside education and territorial action. Knowledge and practices in the formative process of countryside educators Maria de Fátima Almeida Martins · Maria Isabel Antunes-Rocha · Geraldo Márcio Alves dos Santos
Received: 10 September 2020 / Accepted: 6 October 2020 © Springer Fachmedien Wiesbaden GmbH, ein Teil von Springer Nature 2020
Abstract This article is an effort to present and discuss the countryside educators’ formative process in Brazil, based on the historical and dialectic notion of the social process of development of countryside education in that country. These reflections are grounded in the empirical practice of the Socio-Territorial Journey, an event that takes place under the licentiate undergraduate course in countryside education developed at the Federal University of Minas Gerais. It can be noted that alternation in formative locations and schedules, in and out of school, builds a formative practice that problematizes the relation between the practices and forms of knowledge produced in the academic environment and in everyday life. Results obtained show that alternation creates possibilities for the construction of a formative process whose goal is to train the educator as a knowledge producer committed to a didactic practice, whose school project is connected with a project for the countryside and for society. Keywords Teachers’ formative process · Alternated formative process · Countryside education · Educational territories · Brazil
Prof. Dr. M. de Fátima Almeida Martins () Departamento de Métodos e Técnicas de Ensino, Faculdade de Educação, Federal University of Minas Gerais, Av. Antônio Carlos, 6.627. Pampulha, 31270-901 Belo Horizonte, Minas Gerais, Brazil E-Mail: [email protected] Prof. Dr. M. I. Antunes-Rocha Departamento de Ciências Aplicadas a Educação, Faculdade de Educação, Universidade Federal de Minas Gerais, Av. Antônio Carlos 6.627, Pampulha, 31270-901 Belo Horizonte, Minas Gerais, Brazil E-Mail: [email protected] Assistant Prof. Dr. G. M. A. dos Santos Departamento de Administração Escolar, Faculdade de Educação, Universidade Federal de Minas Gerais, Av. Antônio Carlos 6.627, Pampulha, 31270-901 Belo Horizonte, Minas Gerais, Brazil E-Mail: [email protected]
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M. de Fátima Almeida Martins et al.
Ländliche Erziehung und territoriales Engagement. Wissen und Praktiken in der ländlichen Lehrer*innenbildung Zusammenfassung Dieser Beitrag beschreibt und diskutiert die Ausbildung von Lehrer*innen für den ländlichen Raum in Brasilien, basierend auf einem sowohl historischen wie dialektischen Verständnis der sozialen Entwicklung im Land und der Entstehung des dortigen Konzeptes einer Educação do Campo („ländlichen Erziehung“). Diese Überlegungen greifen die empirischen Erfahrungen im Zuge einer Projektphase auf (der sogenannten „sozial-räumlichen Reise“), die regelmäßig im Rahmen des Lehramtsstudiums Educação do Campo an der Bundesuniversität Minas Gerais stattfindet – ein grundständiger Studiengang, welcher dort erstmalig entwickelt wurde. Im Kern zielt
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