2 research outputs found
Field schools and the continuing education of science teachers
Este texto trata-se de um recorte de pesquisa de mestrado, e aborda sobre a formação continuada em escolas do campo. Objetiva analisar as contribuições da formação continuada para os professores de Ciências que atuam em escolas do campo. O estudo foi realizado em duas escolas do município de Mirassol D’Oeste-MT; os sujeitos foram quatro professores dos anos finais do Ensino Fundamental. Utilizou-se metodologia de pesquisa qualitativa, e como instrumentos a análise documental e a entrevista. A pesquisa aponta que: os professores ressentem-se da falta de uma formação continuada voltada às especificidades do ensino de Ciências em escolas do campo; na escola onde há maior aprofundamento sobre a concepção de educação do campo, há também, maior compreensão sobre as potencialidades do componente curricular de Ciências no estudo da realidade do campo, bem como da necessidade de se promover uma prática pedagógica que articule ciência e vida no campo.
Palavras-chave: Formação Continuada, Escolas do Campo, Ciências, Professores.The contends of this text refers to a cutout from a Master’s degree research which tells the continuing education from the schools in the field. The objective is to analyze the contributions of the continuing education carried out by schools to science teachers who works in schools in the field. The study was developed in two schools of Mirassol D'Oeste-city MT, with four science teachers from the final years of elementary school, two of which were teachers from each school. A qualitative research methodology used was the documental analysis and interview. The research points out that: The teachers resent the lack of a continuing education focused on the specificities of science teaching in schools in the countryside; in the school where there is a greater depening on the conception of field education, there is also a greater understanding of the potentialities of the curricular component of Sciences in the study of the reality of the field, as well as the need to promote a pedagogical practice that articulates science and the life in the field.
Keyword: Continuing education, Schools in the field, Science, Teachers
Orientações Curriculares para a Educação do Campo no estado de Mato Grosso: um olhar a partir das Ciências Naturais
ABSTRACT. This article aims to analyze how the rural education curriculum is approached in the Curricular Orientations of Basic Education of the state of Mato Grosso and how the theoretical-methodological propositions presented here can be articulated by Natural Sciences. The study is guided by a critical conception of education and by a qualitative research methodology, based on the analysis of documents on Rural Education, in particular the Curricular Orientations of Basic Education of the state of Mato Grosso, in the section where the question of Rural Education is addressed. The results of the research show that the pedagogical indications made in the curricular orientations safeguard the specificities of rural schools and make great contributions to Natural Sciences. It is important that the political-pedagogical projects indicate study topics and actions that dialogue with the reality of the rural world and with the socio-cultural, environmental and productive knowledge of rural workers, so that the natural sciences can act significantly in the formation of the students.ABSTRACT. This article aims to analyze how the rural education curriculum is approached in the Curricular Orientations of Basic Education of the state of Mato Grosso and how the theoretical-methodological propositions presented here can be articulated by Natural Sciences. The study is guided by a critical conception of education and by a qualitative research methodology, based on the analysis of documents on Rural Education, in particular the Curricular Orientations of Basic Education of the state of Mato Grosso, in the section where the question of Rural Education is addressed. The results of the research show that the pedagogical indications made in the curricular orientations safeguard the specificities of rural schools and make great contributions to Natural Sciences. It is important that the political-pedagogical projects indicate study topics and actions that dialogue with the reality of the rural world and with the socio-cultural, environmental and productive knowledge of rural workers, so that the natural sciences can act significantly in the formation of the students.RESUMEN. Este artículo se propone analizar la manera en que el currículo de la educación del campo es abordado en las Orientaciones Curriculares de la Educación Básica del estado de Mato Grosso e de qué forma las proposiciones teórico-metodológicas presentadas pueden ser articuladas por las Ciencias Naturales. El estudio está pautado por una concepción crítica de la educación y por una metodología de investigación cualitativa, teniendo por base el análisis de documentos de la Educación del Campo, en particular las Orientaciones Curriculares de la Educación Básica del estado de Mato Grosso, sección que trata de la Educación del Campo. Los resultados de la investigación muestran que las indicaciones pedagógicas hechas en las orientaciones curriculares resguardan las especificidades de las escuelas del campo y aportan grandes contribuciones a las Ciencias Naturales. Es importante que los proyectos político-pedagógicos indiquen temas de estudio y acciones que dialoguen con la realidad del campo y con los saberes socioculturales, ambientales y productivos de los trabajadores rurales, de modo que las ciencias naturales puedan actuar significativamente en la formación de los estudiantes del campo.ABSTRACT. This article aims to analyze how the rural education curriculum is approached in the Curricular Orientations of Basic Education of the state of Mato Grosso and how the theoretical-methodological propositions presented here can be articulated by Natural Sciences. The study is guided by a critical conception of education and by a qualitative research methodology, based on the analysis of documents on Rural Education, in particular the Curricular Orientations of Basic Education of the state of Mato Grosso, in the section where the question of Rural Education is addressed. The results of the research show that the pedagogical indications made in the curricular orientations safeguard the specificities of rural schools and make great contributions to Natural Sciences. It is important that the political-pedagogical projects indicate study topics and actions that dialogue with the reality of the rural world and with the socio-cultural, environmental and productive knowledge of rural workers, so that the natural sciences can act significantly in the formation of the students.Este artigo busca analisar como o currículo da Educação do Campo é abordado nas Orientações Curriculares da Educação Básica do estado de Mato Grosso e de que forma as proposições teórico-metodológicas apresentadas podem ser articuladas pelas Ciências Naturais. O estudo pauta-se em uma concepção de educação crítica e de pesquisa qualitativa, tendo por base a análise de documentos da Educação do Campo, de modo especial as Orientações Curriculares para a Educação Básica de Mato Grosso, seção que trata da Educação do Campo. Os resultados da pesquisa apontam que as indicações pedagógicas feitas nas orientações curriculares resguardam as especificidades das escolas do campo e trazem grandes contribuições para as Ciências Naturais. É importante que os projetos político-pedagógicos indiquem temas de estudo e ações que dialoguem com a realidade do campo e com os saberes socioculturais, ambientais e produtivos dos trabalhadores rurais, de modo que as Ciências Naturais possam atuar significativamente na formação dos estudantes do campo.
Palavras-chave: educação do campo, ciências naturais, orientações curriculares, estado de Mato Grosso.
Curricular Guidelines for Rural Education in the state of Mato Grosso: a view from the Natural Sciences
ABSTRACT. This article aims to analyze how the rural education curriculum is approached in the Curricular Orientations of Basic Education of the state of Mato Grosso and how the theoretical-methodological propositions presented here can be articulated by Natural Sciences. The study is guided by a critical conception of education and by a qualitative research methodology, based on the analysis of documents on Rural Education, in particular the Curricular Orientations of Basic Education of the state of Mato Grosso, in the section where the question of Rural Education is addressed. The results of the research show that the pedagogical indications made in the curricular orientations safeguard the specificities of rural schools and make great contributions to Natural Sciences. It is important that the political-pedagogical projects indicate study topics and actions that dialogue with the reality of the rural world and with the socio-cultural, environmental and productive knowledge of rural workers, so that the natural sciences can act significantly in the formation of the students.
Keywords: rural education, natural sciences, curricular orientations, state of Mato Grosso.
Orientaciones Curriculares para la Educación del Campo en el estado de Mato Grosso: una mirada a partir de las Ciencias Naturales
RESUMEN. Este artículo se propone analizar la manera en que el currículo de la educación del campo es abordado en las Orientaciones Curriculares de la Educación Básica del estado de Mato Grosso e de qué forma las proposiciones teórico-metodológicas presentadas pueden ser articuladas por las Ciencias Naturales. El estudio está pautado por una concepción crítica de la educación y por una metodología de investigación cualitativa, teniendo por base el análisis de documentos de la Educación del Campo, en particular las Orientaciones Curriculares de la Educación Básica del estado de Mato Grosso, sección que trata de la Educación del Campo. Los resultados de la investigación muestran que las indicaciones pedagógicas hechas en las orientaciones curriculares resguardan las especificidades de las escuelas del campo y aportan grandes contribuciones a las Ciencias Naturales. Es importante que los proyectos político-pedagógicos indiquen temas de estudio y acciones que dialoguen con la realidad del campo y con los saberes socioculturales, ambientales y productivos de los trabajadores rurales, de modo que las ciencias naturales puedan actuar significativamente en la formación de los estudiantes del campo.
Palabras clave: educación del campo, ciencias naturales, orientaciones curriculares, estado de Mato Grosso