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.

Gestão democrática e participação na educação profissional agroecológica do MST (PR): limites e possibilidades de uma educação emancipatória

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

Avaliação, gestão e novas possibilidades para emancipação na perspectiva de transformação social

Este texto discorre sobre diferentes concepções de avaliação, que, uma vez materializadas nos instrumentos, devem possibilitar reflexões sobre o estado do objeto avaliado e sobre as práticas educativas que promovem mudanças ou se perpetuam pela reprodução. Destaca a questão do uso de indicadores de forma crítica e busca, nos argumentos que fundamentam essa criticidade, o respaldo para reorientar a gestão educativa. Nesse sentido, discute a intencionalidade da avaliação institucional e dos programas de avaliação de resultados dos sistemas de ensino. Oferece ainda algumas pistas para que, na perspectiva da gestão, as ações avaliativas, pelo seu potencial regulador, tenham participação efetiva na qualificação dos processos educativos. A avaliação, enquanto instrumento de regulação do processo de gestão, o reconstrói.

A propósito dos parâmetros curriculares nacionais e sua relação com o ethos cultural hodierno

The text focuses on the relation between the Law of Directives and Bases of National Education, as well as its deployment in the National Curriculum, and contemporary culture in three aspects: the predominantly naive about the relation between technological development / education, the translation rhetoric about family’s institution as a partner of educational practices, and finally, the use of systems theory applied to the context of politicaleducational diagnosis. Results from a larger research project in progress titled "Cultural Industry and formative processes: Subsidies to reflect the new educational demmands”.

Infância e escolarização: discutindo a relação família escola e as especificidades da infância na escola

This paper aims to contribute on (re)awakening new and/or known discussions about childhood and the relation school and family, linking the debate to some confrontations that could be developed at school environment. The paper presents the following topics: 1) Childhood and Education: Family and school relationship, 2) Childhood and schooling: the child in school. This paper also seeks to discuss childhood specificities and educational practices in family and at school,allowing the construction of a school project that interweaves school cultures, childhood cultures and the families in the contemporary society

Ideologia industrial x cultura rural: o método SESI de ensino em uma escola rural

This study compares two educational practices: the Rural School method (Escola do Campo) and the SESI teaching method, suggesting that the latter one is inefficient when applied to rural schools, as illustrated with a case study of a rural school that was obliged to adopt this method in 2012. The epistemological basis of a dialogical pedagogy for rural education has been used in order to criticize the practices of a method whose origins in the industrial ideology and in consumerism promotes a true cultural invasion, according to Paulo Freire, hindering the students' dialogues with respect to the ways of life in rural areas and in towns – an interaction that assured school performance in the previous educational system, which has been arbitrarily discontinued by the political power. Different surveys were used in this study for both compared cases, specially dissertations that have evaluated the Rural School project (Projeto Escola do Campo), adopted in Araraquara in 2004, a dissertation about the SESI teaching method that has discussed its new didactic material and, also, an evaluation of the contents of a representative sample of textbooks of History, Geography, Sciences and Mathematics for the 6th grade of elementary school. It is a theoretical text, not an essay, considering that it is based on concrete situations, which were explained using researches on the implicit themes and summarizes the analytical procedures that have allowed to unveil, in the textbooks prepared by SESI, the stimulus and the valorization of consumerism, without any criticism and environment concerns.

Educação e políticas públicas para o idoso

The ‘Estatuto do Idoso’ (senior citizen statute), Brazilian federal law promulgated in 2003, defines senior citizen as the person with 60 years old, or more. Revered as a landmark recognition of the senior´s rights, it guarantees, among others, the right of education. According to the statutory provisions, the education is personal right of the elderly person and must be assured with absolute priority by the State, the family, the society, as well by entities. However, in practice, just few senior citizens enjoy the right of education, since this policy has not been developed with focus in the old age, since educational practices are aimed, in most cases, to the younger age groups. Nevertheless, some initiatives seek to invest in the education for the elderly, like happens with the University of the Third Age (U3A). Although this kind of initiatives have been reason of celebration such projects should be enforced and consolidated as an object of better political investment to enlarge the access to the education right to the senior citizens in general. Due to the visibility achieved by the senior population, a possible way to the establishment of services in the area of education, would be the formation of partnerships between educational institutions that understand old age as a potential expansion of cultural goods and production of knowledge.

Tintas pretas e papéis brancos: educadoras negras e emancipação

Pós-graduação em Serviço Social - FCHS

Educação ambiental e valores: um olhar para os animais venenosos

A partir do final da década de 1960 diversos grupos em várias partes do mundo passaram a reconhecer o que chamamos de crise ambiental. Desde então diversos setores sociais vêm buscando maneiras de minimizar ou mesmo reverter o processo de degradação ambiental. Diante dessa problemática, o processo educativo é constantemente apontado como uma das formas de enfrentamento de tal crise. Entretanto, para que a educação ambiental (EA) atinja seus objetivos consideramos que esta deve ser trabalhada sob uma perspectiva crítica, contemplando três dimensões: a dimensão dos conhecimentos, a dimensão dos valores éticos e estéticos e a dimensão da participação política. Dessa forma, a EA aparece como uma proposta de educação da sociedade que pode contribuir para a revisão dos atuais valores e ações praticados por esta. Contudo, muitas vezes o que se observa nas práticas educativas é a apresentação de uma natureza destituída de valores, exceto pelo valor instrumental, ou seja, pela sua adequação às necessidades humanas, um modelo fragmentador e antropocêntrico. Dentro desse contexto, os animais venenosos e peçonhentos são geralmente vistos como maléficos ao homem, sendo seus aspectos ecológicos subestimados ou ignorados. A partir dessas reflexões, percebe-se a importância da criação e manutenção de programas de EA com enfoque mais adequado dos animais venenosos e peçonhentos para que a relação da sociedade com tais animais, bem como com o meio ambiente como um todo possam se transformar. Nesse sentido, a presente proposta de pesquisa objetivou identificar a existência de programas educativos com enfoque em animais venenosos e peçonhentos, analisando-os e verificando se trabalhariam com as três dimensões da educação ambiental. A pesquisa realizada é de natureza qualitativa, procedendo-se ao levantamento de programas que lidam com o tema em questão. Realizamos a análise do conteúdo dos documentos...

O ensino de ciências e as tecnologias digitais: competências para a mediação pedagógica

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Saúde bucal e educação infantil: avaliação do desgaste e do acondicionamento de escovas dentárias utilizadas por pré-escolares

Introduction: Early childhood is an essential phase of life for the future of oral health. The link between educational and health sectors can facilitate incorporating educational and preventive oral health practices in daily teaching in pre-schools. The main measure is manual tooth-brushing, which is the most accessible method for most of the population. Objective: The objective of this study is to evaluate macroscopically the wear on the bristles, form of storage, and identification of tooth brushes. Material and method: 345 toothbrushes used by children between the ages of 2 and 5 were evaluated in 4 pre-schools, by 2 participants from the oral health program. The Rawls et al. index was used to evaluate the bristles. Result: There were statistically significant differences (p = 0.020 - Mann-Whitney U test) between the frequency of toothbrushes, with the highest being (n = 205) stored at participating school; and, between adequate and inadequate brushes (p < 0.05 - X2 test) with 31.7 and 60%, respectively, classified as unfit for tooth-brushing. Of the toothbrush holders evaluated 100% were used collectively. Regarding identification, 18% of the toothbrushes were not identified in participating schools, and 37% in the others. Conclusion: The toothbrushes exhibited marked wear, and storage was inadequate; however, the schools participating in the oral health program showed toothbrushes with bristles less worn. It is suggested that training of educators regarding correct storage and evaluation of toothbrushes for wear of the bristles should be undertaken in all early childhood schools.

Relação entre os estilos parentais e o desempenho intelectual de crianças com pumblemia

This study investigated the children s intellectual development with high and low blood lead level with the parenting styles in the respective interactions with these children. The WISC-III and IEP (Parenting Styles Inventory) were used. Were studied 40 children, with ages among 7 to 13 years old, and 40 parents, who lived in a risk spot near the contamination area. The children were divided into two groups: G1 – 20 children with blood lead level above 10µg/dl; and G2 – 20 children with blood lead level lower than 10µg/dl. The results indicated damages on WISC-III for the children with Pb-S than10µg/dl and prevalence of practices educational negatives were found in both groups, with statistical difference (5%). The environmental stimulation can minimize the damages caused by the lead poisoning, and the parent s positive educative practice can contribute as modulator of the lead s effect.

Ser menino e menina, professor e professora na Educação Infantil: um entrelaçamento de vozes

Pós-graduação em Educação Sexual - FCLAR