Reflexões sobre os egressos do curso de Licenciatura em Educação do Campo da Universidade de Brasília: os elementos para “Transformar (ação) Pedagógica” na Educação Superior

Márcia Mariana Bittencourt Brito; Mônica Castagna Molina

doi:10.20873/uft.rbec.v4e6291

Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education

Autor/innen

Márcia Mariana Bittencourt Brito Universidade de Brasília - UnB http://orcid.org/0000-0001-9966-8534
Mônica Castagna Molina Universidade de Brasília - UnB http://orcid.org/0000-0001-9901-9526

DOI:

https://doi.org/10.20873/uft.rbec.v4e6291

Abstract

ABSTRACT. This paper addresses the elements of pedagogical (action) transformation brought about by the Teaching Degree Course in Rural Education, in the last ten years, in Higher Education at the University of Brasília. This course is the result of a public policy implemented based on a pilot program carried out in this University. The research was performed adopting historical-dialectical materialism as an epistemology and method. Data collection was developed in two steps: in the first step, the following instruments were used: questionnaires and documentary research to describe the profile of graduates; and, in the second stage, action research and interviews, with students who were attending postgraduate studies, which resulted in notes of transformation elements in the materialization of the pedagogical reality, ranging from changes in the university’s physical structure to serve peasant subjects to the work epistemology adopted by graduates who took the course.

Downloads

Keine Nutzungsdaten vorhanden.

Autor/innen-Biografien

Márcia Mariana Bittencourt Brito, Universidade de Brasília - UnB

Doutorado em Educação (Universidade de Brasília - UnB). Mestre em Educação (Universidade Federal do Pará - UFPA). Cursa pós-doc na Faculdade de Geografia e Cartografia – UFPA, participa do Grupo de Estudo e Pesquisa em Educação do Campo e da Amazônia. É Membro da Rede Universitas/Br. Avaliadora na Revista Roteiro Qualis Capes B1 na Educação. Participou da equipe Nacional da Pesquisa Nacional da Reforma Agrária (II PNERA), financiada pelo IPEA, em 2013-2015. Pertece à Secretaria de Educação do Estado do Pará.

Mônica Castagna Molina, Universidade de Brasília - UnB

Doutorado em Desenvolvimento Sustentável pela UnB (2003) e Pós-Doutorado em Educação pela UniCamp (2013). Professora Associada da Universidade de Brasília (UnB), da Licenciatura em Educação do Campo e do Programa de Pós-Graduação em Educação, onde coordena a Linha de Pesquisa Educação Ambiental e Educação do Campo, desde 2013. Coordenou o PRONERA e o Programa Residência Agrária. Participou da I Pesquisa Nacional da Reforma Agrária (I PNERA) em 2003-2004, e Coordenou a II Pesquisa Nacional da Reforma Agrária (II PNERA), financiada pelo IPEA, em 2013-2015. Coordenou a Pesquisa CAPES/CUBA, no período de 2010-2014.

Downloads

Veröffentlicht

2019-05-28

Zitationsvorschlag

Bittencourt Brito, M. M., & Molina, M. C. (2019). Reflections about graduates of the Teaching Degree Course in Rural Education at the University of Brasília: elements for “Pedagogical (Action) Transformation” in Higher Education. Brazilian Journal of Rural Education, 4, e6291. https://doi.org/10.20873/uft.rbec.v4e6291

Bibliografische Angaben herunterladen

Ausgabe

Bd. 4 (2019): Publicação Contínua / Continuous Publication

Rubrik

Dossiê Temático: Políticas para a educação e a diversidade sociocultural

Lizenz

Creative Commons Attribution License

Proposal for Copyright Notice Creative Commons

1. Policy Proposal to Open Access Journals

Authors who publish with this journal agree to the following terms:

A. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under the Creative Commons Attribution License that allows sharing the work with recognition of its initial publication in this journal.

B. Authors are able to take on additional contracts separately, non-exclusive distribution of the version of the paper published in this journal (ex .: publish in institutional repository or as a book), with an acknowledgment of its initial publication in this journal.

C. Authors are permitted and encouraged to post their work online (eg .: in institutional repositories or on their website) at any point before or during the editorial process, as it can lead to productive exchanges, as well as increase the impact and the citation of published work (See the Effect of Open Access).