A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo
Este trabalho objetivou relatar a experiência de um Curso de Extensão promovido pelo Departamento Acadêmico de Ciências Humanas e Sociais (DACHS), UNIR, Campus de Ji-Paraná, que teve como escopo propiciar aos alunos do Curso de Pedagogia da UNIR, aos monitores do CEFFA de Ji-Paraná e aos professores...
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| creator | Valadão, Alberto Dias |
| description | Este trabalho objetivou relatar a experiência de um Curso de Extensão promovido pelo Departamento Acadêmico de Ciências Humanas e Sociais (DACHS), UNIR, Campus de Ji-Paraná, que teve como escopo propiciar aos alunos do Curso de Pedagogia da UNIR, aos monitores do CEFFA de Ji-Paraná e aos professores do projeto Educampo da rede municipal de ensino de Ji-Paraná, formação sobre a Pedagogia da Alternância. Objetivou ainda oportunizar aos leitores o acesso aos aspectos teóricos da Pedagogia da Alternância de forma compilada. Adotou como procedimento metodológico a pesquisa descritiva. Considerou-se para a oferta do Curso, que os alunos do Curso de Pedagogia têm somente um componente curricular de 40 horas que trata da Educação do campo; os monitores não têm recebido formação em Alternância desde 2013 por parte do CEFFA e da associação regional; os professores do Educampo da SEMED, não têm feito formação para atuarem nessa modalidade educativa. O Curso contou com 58 participantes e foi ministrado em 10 encontros de 4 horas cada. Constata-se pelos excertos extraídos do memorial como ação avaliativa do Curso, que essa proposta educativa promove uma prática pedagógica fundada nas experiências sociais cotidianas, tornando-se um meio para o desenvolvimento regional sustentável e coletivo dos envolvidos.
Palavras-chave: pedagogia da alternância, educação do campo, formação de professores.
The Pedagogy of Alternation from Different Perspectives: Formation Report with Pedagogy Course Students, CEFFA Monitors, and Educampo Teachers
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 s |
| doi_str_mv | 10.70860/ufnt.rbec.e16036 |
| format | Article |
| fullrecord | <record><control><sourceid>crossref</sourceid><recordid>TN_cdi_crossref_primary_10_70860_ufnt_rbec_e16036</recordid><sourceformat>XML</sourceformat><sourcesystem>PC</sourcesystem><sourcerecordid>10_70860_ufnt_rbec_e16036</sourcerecordid><originalsourceid>FETCH-LOGICAL-c856-3bd6e61da9901f793f1156635f0545fe8642871704fd240e2d270c0e3751f31a3</originalsourceid><addsrcrecordid>eNpNkEFOwzAQRS0EElXpAdj5AKSM7dhJ2UVVC0iVYNF95NrjEpTElZ0sOA0SLDhIL0abAmI1f_Sf_uIRcs1gmkGu4LZ3bTcNGzRTZAqEOiMjLrlM0lyJ83_5kkxifAUADoynSo7Ie0Gf0eqt31aaWk2LusPQ7j9ac_ij31BbOQzYdhipr190wHhHA9a689QidT40ev-1__TU-Ibqum99pNbTeR_iQPyt3wxE49uq84eVAVoslwXFodgF7zDG32phe6Obnb8iF07XESc_d0zWy8V6_pCsnu4f58UqMblUidhYhYpZPZsBc9lMOMakUkI6kKl0mKuU5xnLIHWWp4Dc8gwMoMgkc4JpMSbsNGuCjzGgK3ehanR4KxmUg-Py6Lg8Oi5PjsU3zfp0kQ</addsrcrecordid><sourcetype>Aggregation Database</sourcetype><iscdi>true</iscdi><recordtype>article</recordtype></control><display><type>article</type><title>A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo</title><source>DOAJ Directory of Open Access Journals</source><source>Elektronische Zeitschriftenbibliothek - Frei zugängliche E-Journals</source><creator>Valadão, Alberto Dias</creator><creatorcontrib>Valadão, Alberto Dias</creatorcontrib><description>Este trabalho objetivou relatar a experiência de um Curso de Extensão promovido pelo Departamento Acadêmico de Ciências Humanas e Sociais (DACHS), UNIR, Campus de Ji-Paraná, que teve como escopo propiciar aos alunos do Curso de Pedagogia da UNIR, aos monitores do CEFFA de Ji-Paraná e aos professores do projeto Educampo da rede municipal de ensino de Ji-Paraná, formação sobre a Pedagogia da Alternância. Objetivou ainda oportunizar aos leitores o acesso aos aspectos teóricos da Pedagogia da Alternância de forma compilada. Adotou como procedimento metodológico a pesquisa descritiva. Considerou-se para a oferta do Curso, que os alunos do Curso de Pedagogia têm somente um componente curricular de 40 horas que trata da Educação do campo; os monitores não têm recebido formação em Alternância desde 2013 por parte do CEFFA e da associação regional; os professores do Educampo da SEMED, não têm feito formação para atuarem nessa modalidade educativa. O Curso contou com 58 participantes e foi ministrado em 10 encontros de 4 horas cada. Constata-se pelos excertos extraídos do memorial como ação avaliativa do Curso, que essa proposta educativa promove uma prática pedagógica fundada nas experiências sociais cotidianas, tornando-se um meio para o desenvolvimento regional sustentável e coletivo dos envolvidos.
Palavras-chave: pedagogia da alternância, educação do campo, formação de professores.
The Pedagogy of Alternation from Different Perspectives: Formation Report with Pedagogy Course Students, CEFFA Monitors, and Educampo Teachers
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
Keywords: pedagogy of alternation, rural education, teacher training.
La Pedagogía de la Alternancia bajo diferentes miradas: relato de formación con estudiantes del Curso de Pedagogía, con monitores del CEFFA y con profesores de Educampo
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
Palabras clave: pedagogía de la alternancia, educación rural, formación docente.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.</description><identifier>ISSN: 2525-4863</identifier><identifier>EISSN: 2525-4863</identifier><identifier>DOI: 10.70860/ufnt.rbec.e16036</identifier><language>por</language><ispartof>Revista Brasileira de Educação do Campo, 2024-06, Vol.9, p.e16036</ispartof><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><cites>FETCH-LOGICAL-c856-3bd6e61da9901f793f1156635f0545fe8642871704fd240e2d270c0e3751f31a3</cites></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><link.rule.ids>314,776,780,860,27901,27902</link.rule.ids></links><search><creatorcontrib>Valadão, Alberto Dias</creatorcontrib><title>A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo</title><title>Revista Brasileira de Educação do Campo</title><description>Este trabalho objetivou relatar a experiência de um Curso de Extensão promovido pelo Departamento Acadêmico de Ciências Humanas e Sociais (DACHS), UNIR, Campus de Ji-Paraná, que teve como escopo propiciar aos alunos do Curso de Pedagogia da UNIR, aos monitores do CEFFA de Ji-Paraná e aos professores do projeto Educampo da rede municipal de ensino de Ji-Paraná, formação sobre a Pedagogia da Alternância. Objetivou ainda oportunizar aos leitores o acesso aos aspectos teóricos da Pedagogia da Alternância de forma compilada. Adotou como procedimento metodológico a pesquisa descritiva. Considerou-se para a oferta do Curso, que os alunos do Curso de Pedagogia têm somente um componente curricular de 40 horas que trata da Educação do campo; os monitores não têm recebido formação em Alternância desde 2013 por parte do CEFFA e da associação regional; os professores do Educampo da SEMED, não têm feito formação para atuarem nessa modalidade educativa. O Curso contou com 58 participantes e foi ministrado em 10 encontros de 4 horas cada. Constata-se pelos excertos extraídos do memorial como ação avaliativa do Curso, que essa proposta educativa promove uma prática pedagógica fundada nas experiências sociais cotidianas, tornando-se um meio para o desenvolvimento regional sustentável e coletivo dos envolvidos.
Palavras-chave: pedagogia da alternância, educação do campo, formação de professores.
The Pedagogy of Alternation from Different Perspectives: Formation Report with Pedagogy Course Students, CEFFA Monitors, and Educampo Teachers
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
Keywords: pedagogy of alternation, rural education, teacher training.
La Pedagogía de la Alternancia bajo diferentes miradas: relato de formación con estudiantes del Curso de Pedagogía, con monitores del CEFFA y con profesores de Educampo
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
Palabras clave: pedagogía de la alternancia, educación rural, formación docente.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.</description><issn>2525-4863</issn><issn>2525-4863</issn><fulltext>true</fulltext><rsrctype>article</rsrctype><creationdate>2024</creationdate><recordtype>article</recordtype><recordid>eNpNkEFOwzAQRS0EElXpAdj5AKSM7dhJ2UVVC0iVYNF95NrjEpTElZ0sOA0SLDhIL0abAmI1f_Sf_uIRcs1gmkGu4LZ3bTcNGzRTZAqEOiMjLrlM0lyJ83_5kkxifAUADoynSo7Ie0Gf0eqt31aaWk2LusPQ7j9ac_ij31BbOQzYdhipr190wHhHA9a689QidT40ev-1__TU-Ibqum99pNbTeR_iQPyt3wxE49uq84eVAVoslwXFodgF7zDG32phe6Obnb8iF07XESc_d0zWy8V6_pCsnu4f58UqMblUidhYhYpZPZsBc9lMOMakUkI6kKl0mKuU5xnLIHWWp4Dc8gwMoMgkc4JpMSbsNGuCjzGgK3ehanR4KxmUg-Py6Lg8Oi5PjsU3zfp0kQ</recordid><startdate>20240630</startdate><enddate>20240630</enddate><creator>Valadão, Alberto Dias</creator><scope>AAYXX</scope><scope>CITATION</scope></search><sort><creationdate>20240630</creationdate><title>A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo</title><author>Valadão, Alberto Dias</author></sort><facets><frbrtype>5</frbrtype><frbrgroupid>cdi_FETCH-LOGICAL-c856-3bd6e61da9901f793f1156635f0545fe8642871704fd240e2d270c0e3751f31a3</frbrgroupid><rsrctype>articles</rsrctype><prefilter>articles</prefilter><language>por</language><creationdate>2024</creationdate><toplevel>peer_reviewed</toplevel><toplevel>online_resources</toplevel><creatorcontrib>Valadão, Alberto Dias</creatorcontrib><collection>CrossRef</collection><jtitle>Revista Brasileira de Educação do Campo</jtitle></facets><delivery><delcategory>Remote Search Resource</delcategory><fulltext>fulltext</fulltext></delivery><addata><au>Valadão, Alberto Dias</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo</atitle><jtitle>Revista Brasileira de Educação do Campo</jtitle><date>2024-06-30</date><risdate>2024</risdate><volume>9</volume><spage>e16036</spage><pages>e16036-</pages><issn>2525-4863</issn><eissn>2525-4863</eissn><abstract>Este trabalho objetivou relatar a experiência de um Curso de Extensão promovido pelo Departamento Acadêmico de Ciências Humanas e Sociais (DACHS), UNIR, Campus de Ji-Paraná, que teve como escopo propiciar aos alunos do Curso de Pedagogia da UNIR, aos monitores do CEFFA de Ji-Paraná e aos professores do projeto Educampo da rede municipal de ensino de Ji-Paraná, formação sobre a Pedagogia da Alternância. Objetivou ainda oportunizar aos leitores o acesso aos aspectos teóricos da Pedagogia da Alternância de forma compilada. Adotou como procedimento metodológico a pesquisa descritiva. Considerou-se para a oferta do Curso, que os alunos do Curso de Pedagogia têm somente um componente curricular de 40 horas que trata da Educação do campo; os monitores não têm recebido formação em Alternância desde 2013 por parte do CEFFA e da associação regional; os professores do Educampo da SEMED, não têm feito formação para atuarem nessa modalidade educativa. O Curso contou com 58 participantes e foi ministrado em 10 encontros de 4 horas cada. Constata-se pelos excertos extraídos do memorial como ação avaliativa do Curso, que essa proposta educativa promove uma prática pedagógica fundada nas experiências sociais cotidianas, tornando-se um meio para o desenvolvimento regional sustentável e coletivo dos envolvidos.
Palavras-chave: pedagogia da alternância, educação do campo, formação de professores.
The Pedagogy of Alternation from Different Perspectives: Formation Report with Pedagogy Course Students, CEFFA Monitors, and Educampo Teachers
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
Keywords: pedagogy of alternation, rural education, teacher training.
La Pedagogía de la Alternancia bajo diferentes miradas: relato de formación con estudiantes del Curso de Pedagogía, con monitores del CEFFA y con profesores de Educampo
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
Palabras clave: pedagogía de la alternancia, educación rural, formación docente.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.
RESUMEN. Este trabajo tuvo como objetivo relatar la experiencia de un Curso de Extensión organizado por el Departamento Académico de Ciencias Humanas y Sociales (DACHS), UNIR, Campus de Ji-Paraná, que tuvo como objetivo proporcionar a los estudiantes del Curso de Pedagogía de UNIR, a los monitores del CEFFA de Ji-Paraná y a los profesores del proyecto Educampo de la red municipal de enseñanza de Ji-Paraná, formación sobre Pedagogía de la Alternancia. También tuvo como objetivo brindar a los lectores acceso a los aspectos teóricos de la Pedagogía de la Alternancia de manera compilada. Se adoptó como procedimiento metodológico la investigación descriptiva. Se consideró, para la oferta del Curso, que los estudiantes del Curso de Pedagogía tienen solo un componente curricular de 40 horas que trata sobre la Educación del campo; los monitores no han recibido formación en Alternancia desde 2013 por parte del CEFFA y la asociación regional; los profesores del Educampo de la SEMED, no han recibido formación para trabajar en esta modalidad educativa. El Curso contó con 58 participantes y se impartió en 10 encuentros de 4 horas cada uno. Se constata a través de los extractos del memorial, utilizados como acción evaluativa del Curso, que esta propuesta educativa promueve una práctica pedagógica basada en las experiencias sociales cotidianas, convirtiéndose en un medio para el desarrollo regional sostenible y colectivo de los involucrados.
ABSTRACT. This work aimed to report on the experience of an Extension Course promoted by the Academic Department of Humanities and Social Sciences (DACHS), UNIR, Ji-Paraná Campus, which aimed to provide students of the Pedagogy Course at UNIR, monitors of CEFFA in Ji-Paraná, and teachers from the Educampo project of the municipal education network of Ji-Paraná with training on Alternating Pedagogy. It also aimed to provide readers with compiled theoretical aspects of Alternating Pedagogy. The methodological procedure adopted was descriptive research. It was considered for the offering of the Course that Pedagogy students have only one 40-hour curricular component addressing Rural Education; monitors have not received Alternating Pedagogy training since 2013 from CEFFA and the regional association; Educampo teachers from SEMED have not been trained to work in this educational modality. The Course had 58 participants and was conducted in 10 sessions of 4 hours each. It is noted through excerpts from the memorial, used as an evaluative action of the Course, that this educational proposal promotes a pedagogical practice based on everyday social experiences, becoming a means for sustainable and collective regional development of those involved.</abstract><doi>10.70860/ufnt.rbec.e16036</doi><oa>free_for_read</oa></addata></record> |
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| title | A Pedagogia da Alternância sob diferentes olhares: relato de formação com alunos do Curso de Pedagogia, com monitores do CEFFA e com professores do Educampo |
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