Experiências Comparadas na Educação do Campo entre Brasil e Cuba e as Possibilidades de Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the “Third World “, i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the “field schools” in Cuba (1960-1975). The issue of “intellectual and organizational culture”, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009-2010). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

O espaço dos homens plenos: experiência comparada na educação do campo entre brasil e cuba e as possibilidades de formação omnilateral

This text aims to present the challenges and opportunities of omnilateral formation as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices originating from the educational experience of Brasil and Cuba. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss school and omnilateral formation. We question specifically issues relating to intellectual and educational organization working in the field schools in Cuba (1960-1975). The issue of intellectual and organizational culture, in a Gramscian perspective (Gramsci, 2000), was addressed in several papers throughout our academic career (Villela, 2003, 2008, 2009). In order to further these issues, we address the challenges of formation for children and rural youth in Latin America. By analyzing the educational practices in the education field, emerges the theme of contemporary global justice.

Práticas Educativas Comparadas em Educação do Campo e os Desafios da Formação Omnilateral na América Latina

This text aims to present the challenges and opportunities of omnilateral formation in Latin America as elaborated in Villela (2009-2010). This work has the horizon systematize the educational practices of the "Third World ", i.e. originating from the educational experience of Latin America, Africa and Asia. In the struggle for emancipation, these countries have built and are building unique educational practices. In this sense, we start questioning the historical and theoretical topic, omnilateral formation, and deployment, we discuss the Latin American school and omnilateral formation. We question specifically issues relating to “intellectuals and the organization of culture” in "schools in the countryside" in Cuba (1960- 1975). The issue of "intellectuals and the organization of culture", in a gramscian perspective (GRAMSCI, 2000), was addressed in several works throughout our academic career (VILLELA, 2003; 2008; 2009-2010). In order to further these issues, we address the challenges of formation for children and youth of the field in Latin America. By analyzing the educational practices in the schools in the countryside, emerges the theme of contemporary global justice.

A construção do projeto político-pedagógico das escolas do campo do município de Araraquara

This study aimed to analyze the process of developing and implementing a politicalpedagogical project for rural schools in the city of Araraquara, focusing on one of the schools served. This is an ethnographic qualitative study. The instruments of data collection were participant observation, semi-structured interviews and documentary analysis. It was observed are a change in the community organization throughout the process, with regard to a more active attitude on the part of its members, who have pursued other means to claim the fulfillment of their demands by the Government and relevant institutions, which points to the pedagogical character of participation in the movement to fight for the education they desire. It was also noticed a process of re-signification by the subjects, of their own community identity while seated in an agrarian reform project, as well as a more effective participation of those in everyday life and school organization. It was also observed changes in indicators of school, with an increase in the achievement of students as well as reducing the dropout rate to zero, and the reduction of absenteeism of teachers.

Entendimentos a respeito da matemática na educação do campo: questões sobre currículo

Pós-graduação em Educação Matemática - IGCE

Educação do campo no Plano Nacional de Educação - PNE 2014-2024: tramitação do projeto de lei nº 8035/2010

Pós-graduação em Educação - IBRC

O Movimento Sem Terra e a educação escolar: a trajetória de uma pedagogia para além dos muros da escola

This article developed some thoughts on the model of education and elementary education school located in camps and settlements in the Landless Movement (MST), between the last decade of the twentieth century and the beginning of the first decade of this century. The discussions were conducted employing as reference some texts published in the Caderno de Educação nº. 13, named “Dossiê MST Escola” Through a synthesized analysis of these documents, we found that the MST argues for a theoretical and practical education, geared towards the reality of d student, which is based on humanistic principles and of cooperation, being able to create in the student landless movement a critical consciousness capable of make it a subject of transformative action.

Memórias de uma Escola Isolada Rural: estudo de um Livro de Visitas (1928-1948)

Cet article étudie le livre de visites de l'ancienne école mixte de la Fazenda Ponte Alta/Bela Vista, liée au groupe scolaire de la ville de Bariri, dans l'état de São Paulo (SP). À partir des registres de vingt ans d'activités (1928-1948), nous retraçons les exigences des inspecteurs primaires et si ces exigences provenaient (ou non) de professeurs et de la communauté paysanne pour ébaucher un cadre socio-historique de l'enseignement des premières lettres dans la zone rurale de l'intérieur de l'état de São Paulo. Il en résulte que le discours qui défendait l'égalité de chances pour les populations urbaines et rurales négligeait généralement le besoin de promouvoir l'égalité de conditions pour que la communauté rurale puisse profiter des chances qui lui étaient promises.

Características do apoio social oferecido a idosos de área rural assistida pelo PSF

Trata-se de um trabalho epidemiológico do tipo transversal, com o objetivo de descrever as características do apoio social e identificar associações entre as variáveis sociodemográficas e categorias de suporte social, em população rural do Bairro dos Aleixos, no município de Taquarituba ­ SP. Para medir o apoio social, utilizou-se da escala Medical Outcomes Study (MOS), traduzida para o português e validada em nosso meio. A população caracterizou-se por mulheres, predominantemente da raça branca, entre 60 a 69 anos, casadas e/ou vivendo em concubinatos, de baixa renda e residindo em domicílios multigeracionais. Escores de apoio médios elevados foram identificados, indicando situação favorável entre os idosos estudados. em termos médios, a categoria de apoio com pior escore foi interação social positiva. A análise bivariada demonstrou uma diferença significativa entre escore de apoio afetivo e de apoio emocional com número de pessoas no domicílio e maior freqüência de escores altos de interação social (3º tercil) em idosos do sexo masculino e naqueles com maior grau de escolaridade. O estudo apontou ainda que escores de apoio social menores foram mais freqüentes em mulheres, analfabetos, viúvos ou solteiros, idosos com renda entre um e dois salários mínimos.

Perda dentária em uma população rural e as metas estabelecidas pela Organização Mundial de Saúde

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

O brincar como experiência: um estudo com crianças de primeira série de uma escola pública rural

Pós-graduação em Educação - IBRC

Espaço rural e temática ambiental: um estudo sobre o desenvolvimento do projeto educação do campo em um assentamento da reforma agrária no município de Araraquara/SP

Pós-graduação em Educação Escolar - FCLAR

A educação ambiental em uma escola rural: contribuições para a preservação dos recursos hídricos

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

As usinas hidrelétricas e seus impactos: os aspectos socioambientais e econômicos do reassentamento rural de Rosana-Euclides da Cunha Paulista

Pós-graduação em Geografia - FCT

Famílias de zona rural e urbana: características e concepções de adolescentes

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)