Suchergebnisse

This study aims to analyze the Popular Education, highlighting its importance in the social, political and
economic reality of our society, and also, seek to establish relations regarding its importance for providing tools for
excluded people to express themselves. The theme of this reflection is very relevant in face of the Latin American
countries situation, where conquests, most often, happened and happen through struggles of the popular classes
organized in social movements. Reflections will also be made starting from a survey made on "1º of May Settlement",
in Curitibanos city (SC, Brazil). In this place live people from several towns, from the rural environment of Curitibanos
and region. To achieve this aim, it was outlined the following specific objectives: to characterize conceptually popular
education; historicize the process of formation of "1º of May Settlement" of Curitibanos; describe the project of
Popular Education, establishing relationships with the process of effective community participation of the reported
Settlement. This work also proposes to demystify the reality of the settlements, bringing the educational experience
developed in the Settlement to reflections. As for the objectives, the research is classified as exploratory. Regarding the
procedures for data collection, it is characterizes as a field literature review, and case study. As tools and techniques for
collecting data it was used interviews and field diary. It is expected, with this study, to map the theoretical and
methodological referentials of popular education developed by the Landless Workers Movement of Brazil.

This article analyzes developing countries performance at the World Trade Organization (WTO) accordingly to two aspects: developing country coalitions and developing country participation in the Dispute Settlement Body (DSB). The authors conclude that developing countries use institutional mechanisms as their main strategy in order to increase their capacity relatively to developed countries. Thus, developing countries have worked within the existing trade structure in order to try to adapt it to their interests. Developing countries have managed to create and maintain coalitions at the WTO, despite their economic and political diversity. As regards their participation in the DSB, although the number of panels opened by developing countries has increased, it is still concentrated in a small group of developing countries, mainly Brazil and India. Adapted from the source document.

Although for a long time geography considered the notion of frontier to imply "isolation", this text suggests that it be understood as a space of "convergences". After analyzing the process of struggles for land in Pontal do Paranapanema (western region of the state of São Paulo, Brazil), specifically the flow of workers from the city of Presidente Prudente (SP) to the settlements in the region, it is possible to conclude that separation does not explain the social cohesion that exists between those two spaces (city and countryside). The methodology used combined gathering of quantitative data with fieldwork in the researched neighborhoods and settlements, using semi-structured interviews. ; Si la frontera, en la Geografía, por mucho tiempo se conceptuó como "aislamiento", este texto pretende comprenderla como espacio de "confluencias". Analizando el proceso de lucha por la tierra en Pontal do Paranapanema (región oeste del estado de São Paulo, Brasil), más específicamente el flujo de trabajadores de la ciudad de Presidente Prudente (SP) hacia los acampamientos de la región, se concluye que la separación no explica la cohesión social existente entre estos dos espacios (ciudad y campo). La metodología utilizada unió la recolección de datos cuantitativos con la realización de trabajos de campo a los barrios investigados y a los acampamientos, con el uso de entrevistas semiestructuradas. ; Se a fronteira, na Geografia, por muito tempo conceituou-se como "separação", este texto pretende entendê-la como espaço de "confluências". Analisando o processo de luta pela terra no Pontal do Paranapanema (região oeste do estado de São Paulo, Brasil), mais especificamente o fluxo de trabalhadores da cidade de Presidente Prudente (SP) em direção aos acampamentos da região, conclui-se que a separação não explica a coesão social existente entre esses dois espaços (cidade e campo). A metodologia utilizada mesclou a coleta de dados quantitativos com a realização de trabalhos de campo aos bairros estudados e aos acampamentos, com o uso de entrevistas semiestruturadas.

ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST. ; ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST. ; RESUMEN. Discusiones referentes a la enseñanza de las ciencias en el contexto nacional han ayudado en la formación inicial y continuada de profesores, como contribución a la calidad de la enseñanza y el aprendizaje. En este sentido, este trabajo explicita una relectura de la propuesta de Situación de Estudio (SE) para la formación de profesores del MST, dialogando con la pedagogía crítica de Henry A. Giroux. La investigación, fruto de una tesis de maestría, fue desarrollada en el Centro Integrado Florestan Fernandes en el Asentamiento Terra a Vista, ubicada en Arataca/Bahía, constituyéndose de los siguientes instrumentos: a) Proyecto Político Pedagógico (PPP); b) Cuestionarios realizados con 12 profesores de la escuela; c) Encuestas realizadas con la coordinadora, el director de la escuela y tres profesores participantes del curso. Los datos provenientes de todos los instrumentos se analizaron a la luz del análisis textual discursivo (ATD). Por medio de las etapas que fueron desarrolladas podemos percibir las aproximaciones de la SE y la formación de profesores del MST, así como su relación con la pedagogía crítica y con la pedagogía del MST. ; ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST. ; Formação Continuada de professores do MST: uma releitura teórica da Situação de Estudo a partir de Henry A. Giroux Discussões referentes ao ensino de Ciências no contexto nacional têm auxiliado na formação inicial e continuada de professores, como contribuição para a qualidade do ensino e aprendizagem. Nesse sentido, este trabalho explicita uma releitura da proposta de Situação de Estudo (SE) para a formação de professores do MST, dialogando com a pedagogia crítica de Henry A. Giroux. A pesquisa, fruto de uma dissertação, foi desenvolvida no Centro Integrado Florestan Fernandes do Assentamento Terra à Vista, localizada em Arataca/Bahia, constituindo-se dos seguintes instrumentos: a) Projeto Político Pedagógico (PPP); b) Questionários realizados com doze professores da escola; c) Entrevistas realizadas com a coordenadora, o diretor da escola e três professores participantes do curso. Os dados provenientes de todos os instrumentos foram analisados à luz da Análise Textual Discursiva (ATD). Por meio das etapas que foram desenvolvidas, podemos perceber aproximações a partir do teórico adotado com a SE e a formação de professores do MST, bem como relações com a pedagogia crítica e com a pedagogia do MST. Palavras-chave: Formação Continuada, MST, Situação de Estudo, Ensino de Ciências. Continuing Training of MST Teachers: a theoretical re-reading of the Study Situation from Henry A. Giroux ABSTRACT. Discussions concerning the teaching of sciences in the national context have assisted in the initial and continuing teacher training, as a contribution to the quality of teaching and learning. In this sense, this work explains a re-reading of the Study Situation (SE) proposal for the training of MST teachers, in dialogue with the critical pedagogy of Henry A. Giroux. The research, the result of a dissertation, was developed in the Integrated Center Florestan Fernandes of the Settlement Terra a Vista, located in Arataca/Bahia, constituting of the following instruments: a) Pedagogical Political Project (PPP); b) Questionnaires conducted with twelve teachers of the school; c) Interviews with the coordinator, the school director and three teachers participating in the course. Data from all instruments were analyzed in the light of the Discursive Textual Analysis (ATD). Through the stages that have been developed, we can perceive approximations from the theoretician adopted with the SE and the formation of teachers of the MST, as well as relations with the critical pedagogy and with the pedagogy of the MST. Keywords: Continuing Training, MST, Study Situation, Science Teaching. Formación continua de profesores del MST: una relectura teórica de la situación de estudio a partir de Henry A. Giroux RESUMEN. Discusiones referentes a la enseñanza de las ciencias en el contexto nacional han ayudado en la formación inicial y continuada de profesores, como contribución a la calidad de la enseñanza y el aprendizaje. En este sentido, este trabajo explicita una relectura de la propuesta de Situación de Estudio (SE) para la formación de profesores del MST, dialogando con la pedagogía crítica de Henry A. Giroux. La investigación, fruto de una tesis de maestría, fue desarrollada en el Centro Integrado Florestan Fernandes en el Asentamiento Terra a Vista, ubicada en Arataca/Bahía, constituyéndose de los siguientes instrumentos: a) Proyecto Político Pedagógico (PPP); b) Cuestionarios realizados con 12 profesores de la escuela; c) Encuestas realizadas con la coordinadora, el director de la escuela y tres profesores participantes del curso. Los datos provenientes de todos los instrumentos se analizaron a la luz del análisis textual discursivo (ATD). Por medio de las etapas que fueron desarrolladas podemos percibir las aproximaciones de la SE y la formación de profesores del MST, así como su relación con la pedagogía crítica y con la pedagogía del MST. Palabras clave: Formación Continua, MST, Situación de Estudio, Enseñanza de las Ciencias.

This article has as goal to analyze the contributions of rural social movements to the construction of inclusive educational policies from the 90's of the 20th century, a period that in Brazil and Latin America the neoliberal policy was underway in all dimensions of society redesigned the state action. It is in this period, too, that the rural social movements place, with greater emphasis, in the political agenda of their organizations, formal education as a banner of struggle. The research, based on bibliography and documents, mapped the collective actions developed by the Landless Rural Workers Movement (MST) in order to guarantee the right to school education in agrarian reform settlements and camps, focusing on the proposals and what managed to ensure within the scope of educational policies. ; Este artículo objetiva analizar las contribuiciones de los movimientos sociales del campo para la construcción de políticas educacionales inclusivas a partir de la década de 90 del siglo XX, período em que en Brasil e en América Latina la política neoliberal en curso en todas las dimensiones de la sociedad rediseñaba la acción del estado. Es en ese período, también, que los movimientos sociales del campo insieren con mayor ênfasis, em la agenda política de sus organizaciones, la educación formal como bandera de lucha. La investigación, de base bibliográfica y documental, mapeó las acciones colectivas desarrolladas por el Movimiento de los Trabajadores Rurales Sin Tierra (MST) a fin de garantizar el derecho a la educación escolar em los asentamientos y campamentos de la reforma agraria, teniendo como enfoque las proposiciones y lo que se consiguió asegurar em el ámbito de las políticas educacionales. ; Este artigo objetiva analisar as contribuições dos movimentos sociais do campo para a construção de políticas educacionais inclusivas a partir da década de 90 do século XX, período em que no Brasil e na América Latina a política neoliberal em curso em todas as dimensões da sociedade redesenhava a ação do Estado. É nesse período, também, que os movimentos sociais do campo inserem com maior ênfase, na agenda política de suas organizações, a educação formal como bandeira de luta. A pesquisa, de base bibliográfica e documental, mapeou as ações coletivas desenvolvidas pelo Movimento dos Trabalhadores Rurais Sem Terra (MST) a fim de garantir o direito à educação escolar nos assentamentos e acampamentos de reforma agrária, tendo como foco as proposições e o que se conseguiu assegurar no âmbito das políticas educacionais.

The study aims to identify of the gender relations within the Landless Workers Movement (MST) and if the MST educational process has contributed to the actions and discussions on the topic. This work is part of a project entitled "Theoretical and practical conceptions education and work in the MST" and had the financing CNPQ. In this study, the methodology uses the qualitative approach and the bibliographical research, document and data collection. Data collection consisted of interviews with coordinators of schools in MST settlements and a former leader of the National Movement Gender Sector. As a result, we have identified the development of gender issues in the MST, some progress was made, for example, joint ownership, giving legally women the same rights of ownership and use of land and also the participation of women in 50% of all the Movement's political bodies which required great effort and enhanced process of forming the same. However, remains the great challenge of creating possibilities for greater equality in the division of work and opportunities for women landless. ; El estudio tiene por objetivo identificar a las relaciones de género en el interior del Movimiento de los Trabajadores Sin Tierra y si el proceso educativo del MST ha contribuido a las acciones y discusiones sobre el tema. Este trabajo forma parte de un proyecto titulado "Conceptos teórico-prácticos de educación y trabajo en el MST" y contó con el financiamiento del CNPQ. En este estudio, la metodología utiliza el abordaje cualitativo y las investigaciones bibliográfica, documental y la recolección de datos. La recolección de datos consistió en entrevistas con coordinadoras de escuelas ubicadas en asentamientos del MST y una ex dirigente del Sector Nacional de Género del Movimiento. Como resultados, identificamos en el desarrollo de las cuestiones de género en el MST, algunos avances logrados, como por ejemplo la titularidad conjunta, dando legalmente a las mujeres los mismos derechos de tenencia y uso de la tierra y, también, la participación de las mujeres en el 50% de todas las instancias políticas del Movimiento que demandó gran esfuerzo y acentuado proceso de formación de las mismas. Sin embargo, sigue siendo el gran desafío de crear posibilidades de una mayor igualdad en la división del trabajo realizado y de oportunidades para las mujeres sin Tierra. ; O estudo tem por objetivo identificar às relações de gênero no interior do Movimento dos Trabalhadores Sem Terra e se o processo educativo do MST tem contribuído para as ações e discussões sobre o tema. Este trabalho faz parte de um projeto intitulado "Concepções teórico-práticas de educação e trabalho no MST" e contou com o financiamento do CNPQ. Neste estudo, a metodologia utiliza à abordagem qualitativa e as pesquisas bibliográfica, documental e a coleta de dados. A coleta de dados consistiu em entrevistas com coordenadoras de escolas localizadas em assentamentos do MST e uma ex-dirigente do Setor Nacional de Gênero do Movimento. Como resultados, identificamos no desenvolvimento das questões de gênero no MST, alguns avanços alcançados, como por exemplo, a titularidade conjunta, dando legalmente as mulheres os mesmos direitos de posse e uso da terra e, também a participação das mulheres em 50% de todas as instâncias políticas do Movimento que demandou grande esforço e acentuado processo de formação das mesmas. Entretanto, permanece o grande desafio de criar possibilidades de uma maior igualdade na divisão do trabalho realizado e de oportunidades para as mulheres Sem Terra.