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Educação no meio rural: a prática das professoras alfabetizadoras nas classes multisseriadas no município de Indaiabira- MG
(Universidade Federal de São Carlos, 2021-04-13) Oliveira, Elane Rodrigues de; Monteiro, Maria Iolanda; https://lattes.cnpq.br/4189205834370563; https://lattes.cnpq.br/0637114479666075
The present study had to analize the teaching practice of literacy teachers in multisiered classrooms in the early years of elementary school, in the rural area of the municipality of Indaiabira / MG. The provision of basic education in multi-grade rooms in which children of different ages and grades are grouped in the same room under the guidance of a single teacher is still a reality in worldwide. In Brazil, a marked presence in rural areas, this teaching modality has historically been considered, in the social imagination, as a deviation from the standard of the classroom considered ideal, that is, urban and serial, as well as being responsible for the poor school performance of students, being left in the background and discredited, most of the time by the government. There were few public policies designed to improve this reality, making these schools increasingly precarious. The cost benefit has been justified for the closure of these schools. Social movements, mainly the Movement of Landless Rural Workers (MST), tired of neglect, have been fighting a constant struggle, so that the education of rural people is seen as a right. To this end, we seek theoretical support in the studies of Bezerra Neto (2003; 2010), Caldart (2009), Dangió (2018), Faria Filho (2011; 2014), Hage (2005; 2014), Martins; Monteiro (2010), Saviani (2008; 2009), Soares (2010) among others and we also consult official documents of basic education, the Pedagogical Political Project of rural schools in the municipality, in order to better understand our object of study. The methodology was developed based on a qualitative research with emphasis on a case study in four municipal public schools, located in the rural area of the municipality of Indaiabira / MG. To this end, we conducted interviews with four teachers from multi-grade classes, who also answered a questionnaire, as well as collected and selected both bibliographic and observational data in the field, relevant to the research. We consider that school education offered in rural areas in multi-grade rooms in the schools observed, presents pedagogical and infrastructure problems, aspects that according to the interviewed teachers believe they hinder the development of students. In this sense, our interest in the study of teaching practice in multi-grade rooms arose mainly from the desire to understand how the researched teachers see and deal with multi-grade rooms, and this practice has been built without an initial academic formation and so little continued that contemplate this teaching modality.
Da teoria à prática em políticas públicas de educação ambiental: o caso de Bauru-SP
(Universidade Federal de São Carlos, 2021-04-13) Bernardes, Maisa Jampauli; Thiemann, Flávia Torreão Corrêa da Silva; https://lattes.cnpq.br/4159638058064663; Figueiredo, Rodolfo Antônio de; https://lattes.cnpq.br/0854609216769461; https://lattes.cnpq.br/6728463951431735
From the perspective of the Municipal Environmental Education Programme (PMEA) of Bauru (SP) to be consolidated as a public policy, this study aimed to evaluate the Programme to subsidize its improvement process. In this sense, we analyzed whether the PMEA, as it was being structured in practice, was in line with its theoretical assumptions, that is, of critical environmental education and whether it had the potential to achieve its goal of forming future critical and cooperative citizens.To this end, we seek to understand how the PMEA could manifest itself in the context of public management and environmental educational practices, as well as conducting an analysis of this Programme in the light of the evaluation indicators for public policies on environmental education. In this qualitative research, we obtained the data from interviews with educators and public managers involved in the Programme, in addition to field observations and documentary analysis. Afterward, we proceeded to the analysis and interpretation, using the techniques of content analysis and evaluation by indicators. It was possible to highlight the PMEA's potential, such as the possibility of experiencing and problematizing complex situations and themes, enabling overcoming the fragmentation of reality. We found that different conceptions of environmental education influence the views of managers and the practices of educators. It became clear the need for a training process that can assist the educators in the development of critical environmental education and in meeting the program's theoretical assumptions. Still, the need to elaborate a legal instrument and effective incorporation of the PMEA in the organizational structure of the municipal public power was emphasized, aiming at better support for the implementation and execution of the Programme, as well as a greater guarantee of continuity. In this regard, the expectation is that the potentialities pointed are highlighted and that the weaknesses are corrected so that PMEA can achieve its objectives, expand and consolidate itself as a public policy.