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Specificities of Teaching in Rural / Field Schools in Argentina and Brazil

Published in Reports (Volume 2, Issue 1)
Received: 24 January 2022     Accepted: 10 February 2022     Published: 29 March 2022
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Abstract

The article problematizes and recovers meanings about Rural Education / do Campo approached in schools of Primary Level Schools of Rural Modality of the Province of Entre Ríos, in the Argentine Republic and other institutions of the same modality located in three Municipalities of the State of Rio. Grande do Sul, in the Federative Republic of Brazil. Attending to the transformations that ruralities hold, as well as the current processes of elucidation of knowledge, the teaching practices developed by teachers and professors have been analyzed and problematized in multiple sections and some simple sections. The story shares meanings of a qualitative case study, with an approach to ethnographic studies. Case No. 1 is made up of two schools in Argentina, located in Colonia Viraró, Province of Entre Ríos. The other three cases correspond to the State of Rio Grande do Sul. Case No. 2 involves a school belonging to the Movimento dos Trabalhadores Rurais Sem Terra (MST) in the Municipality of Nova Santa Rita. Case No. 3, consisting of six schools located in the Municipality of Arvorezinha. Finally, case No. 4 is made up of an Indigenous school located in the Municipality of Viamão. Each of the cases reflects singularities, which have occurred due to the territorial transformations and the social struggles that have occurred in the rural social space. The approach to teaching at school in a rural context is not intended to be a comparative study, but rather shows two specific and diverse realities, regarding their national, geographic, cultural and historical sovereignty. Through different pedagogical strategies, teachers account for the didactic licenses selected as a way of responding to the specificity of teaching in a rural context. The exploratory analysis reveals that the rural school is a heterogeneous space where relationships between residents are configured, contributing to cultural strengthening through the transmission of cosmological knowledge. An existential perspective is also noted, based on understanding the world, social integration and the exercise of citizenship, key dimensions for the full recognition of the rights of humanity and the construction of a local and collective identity.

Published in Reports (Volume 2, Issue 1)
DOI 10.11648/j.reports.20220201.17
Page(s) 43-48
Creative Commons

This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.

Copyright

Copyright © The Author(s), 2022. Published by Science Publishing Group

Keywords

Rural / Field Education, Didactic Licenses, Cosmological Saber

References
[1] Ascolani, Adrián (2018). Foreword. In: Werle, F., O. López and N. Triana (Orgs.) Rural Education in Latin America Brazil. Editora Oikos Ltda.
[2] Bergamaschi, Aparecida (2009). The confection of the Guaraní person. In: Teixeira de Menexes, Ana L. and María Aparecida Bergamaschi (2009) Education Ameríndia. Dance and the Guaraní School. Santa Cruz do Sul. R. S. Brazil. Edunisc Editor.
[3] Civera, Alicia (2011). Scopes and challenges of the historiography on the school of the fields in Latin America (XIX and XX centuries). In: Notebooks of History N ° 34. University of Chile.
[4] Cragnolino, Elisa (2006). Educational strategies in families from the north of Cordoba. In: Cuadernos FH y CS. Cordova. Argentina.
[5] Cragnolino, Elisa and Lorenzatti, Maria del Carmen (2002). Teacher training and rural school: dimensions to analytically approach this problem. In Pages Magazine of the School of Educational Sciences, Year 2, Numbers 2 and 3, Córdoba, Narvaja Editor.
[6] General Council of Education (2008). Provincial Education Law No. 9,890. Paraná, Entre Ríos.
[7] De Sousa, Santos, Boaventura (2013). A discourse on science. Saint Paul. Brazil. Cortez Editor.
[8] Freire, Paulo (1997) Pedagogy of Autonomy, Buenos Aires. Editorial Siglo XXI.
[9] Federal Government, Ministry of Education (1996) Law of Direction and Bases of Education (LDB) Nº 9394/96. Modified in 2018. Brazil.
[10] Federal Government, National Council of Education (2006). Curricular Guidelines for Country Schools in Paraná. Brazil.
[11] Federal Government, National Council of Education (2014). Resolution 121/2014 of the CNE / CEB, approves the Disciplinary Standard School Regulations in Basic Education, to be adopted by state schools in the countryside, in the State of Rio Grande do Sul.
[12] Gutierrez, Talia (2014). Interview Rural education: “It was a very little explored area from the historical point of view, but much progress has been made in the last twenty years”. In: UNLaR Approaches. Volume 2. No. 4. La Rioja, Argentina.
[13] Kohan, Walter O. (2013). A reading of Rodríguez in Kohan code. In: Kohan, W. The master inventor Simón Rodríguez. Buenos Aires, Argentina. Miño and Dávila.
[14] Lionetti, Lucia (2018). The "territoriality" in rural education in Argentina. Frame looks and micro approaches. In: Werle, F., O. López and N. Triana (Orgs.) Rural Education in Latin America. Brazil. Editora Oikos Ltda.
[15] Mayer, Susana (2014). Rural Education, Migration and Social Relations. Two processes of agricultural colonization in the province of Entre Ríos. Buenos Aires. Argentina. La Colmena editions.
[16] Mendes Freitas, Maria N. (2010). Heterogeneities. Edges and challenges of the multi-series school of the Island of Urubuaca. In: Maria Isabel Antunes Rocha Salomão Mufarrej Hage (Orgs.) Belo Horizonte M G. Brazil. Authentic Editor.
[17] Michi, Norma (2010). Peasant movements and education. The Movement of Landless Rural Workers and the Peasant Movement of Santiago del Estero-VC, Buenos Aires, Edit. The colective.
[18] Ministry of Education (2006). National Education Law No. 26,206. Buenos Aires. Argentinian republic.
[19] Neufeld, María Rosa (1988). Family strategies and school. Notebooks of Social Anthropology N ° 2. Faculty of Philosophy and Letters. Buenos Aires' University.
[20] Petitti, Mara, Chelotti, Teresa and Schmuck, Emilia (2018). Public policies in rural territories: Education in the north of Entre Ríos. In Magazine Axes of Economy and Society. Year 2, N ° 3. FCECO. UNER. Paraná. Between rivers.
[21] Ranciere, Jacques (2007). On the edges of the political. Buenos Aires. Argentina. The Zebra Editions.
[22] Ribeiro, Marlene (2010). Peasant movement. Work and Education. Freedom, autonomy and emancipation: Principles / purposes of the human condition. Sao Paulo, Brazil. Popular Expression Editions.
[23] Rockwell, Elsie and Justa, Ezpeleta (1983). The school: Report of a process of theoretical construction. Sao Paulo, Brazil. CLACSO Seminar.
[24] Terigi, Flavia Z. (2008). Organization of teaching in the multigrade of rural schools. Master's thesis in Social Sciences with an educational orientation. Latin American Faculty of Social Sciences. Academic Headquarters Argentina. Argentina.
[25] Truffer, Isabel and Berger, Susana (2013) (Comp.) Territories, Development and Rural Education in Latin America. Paraná, Entre Ríos. Editorial La Hendija.
[26] Werle Obino Correa, Flavia (2018). Research in Rural Education in Brazil. In: Werle, F., O. López and N. Triana (Orgs.) Rural Education in Latin America. Brazil. Editora Oikos Ltda.
[27] Wetzel, María Rosa (2013). The construction of the pedagogical link in the New Rurality. Specialization Project in Education and Rural Development (UNER) Paraná, Entre Ríos.
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    María Rosa Wetzel. (2022). Specificities of Teaching in Rural / Field Schools in Argentina and Brazil. Reports, 2(1), 43-48. https://doi.org/10.11648/j.reports.20220201.17

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    María Rosa Wetzel. Specificities of Teaching in Rural / Field Schools in Argentina and Brazil. Reports. 2022, 2(1), 43-48. doi: 10.11648/j.reports.20220201.17

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    María Rosa Wetzel. Specificities of Teaching in Rural / Field Schools in Argentina and Brazil. Reports. 2022;2(1):43-48. doi: 10.11648/j.reports.20220201.17

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  • @article{10.11648/j.reports.20220201.17,
      author = {María Rosa Wetzel},
      title = {Specificities of Teaching in Rural / Field Schools in Argentina and Brazil},
      journal = {Reports},
      volume = {2},
      number = {1},
      pages = {43-48},
      doi = {10.11648/j.reports.20220201.17},
      url = {https://doi.org/10.11648/j.reports.20220201.17},
      eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.reports.20220201.17},
      abstract = {The article problematizes and recovers meanings about Rural Education / do Campo approached in schools of Primary Level Schools of Rural Modality of the Province of Entre Ríos, in the Argentine Republic and other institutions of the same modality located in three Municipalities of the State of Rio. Grande do Sul, in the Federative Republic of Brazil. Attending to the transformations that ruralities hold, as well as the current processes of elucidation of knowledge, the teaching practices developed by teachers and professors have been analyzed and problematized in multiple sections and some simple sections. The story shares meanings of a qualitative case study, with an approach to ethnographic studies. Case No. 1 is made up of two schools in Argentina, located in Colonia Viraró, Province of Entre Ríos. The other three cases correspond to the State of Rio Grande do Sul. Case No. 2 involves a school belonging to the Movimento dos Trabalhadores Rurais Sem Terra (MST) in the Municipality of Nova Santa Rita. Case No. 3, consisting of six schools located in the Municipality of Arvorezinha. Finally, case No. 4 is made up of an Indigenous school located in the Municipality of Viamão. Each of the cases reflects singularities, which have occurred due to the territorial transformations and the social struggles that have occurred in the rural social space. The approach to teaching at school in a rural context is not intended to be a comparative study, but rather shows two specific and diverse realities, regarding their national, geographic, cultural and historical sovereignty. Through different pedagogical strategies, teachers account for the didactic licenses selected as a way of responding to the specificity of teaching in a rural context. The exploratory analysis reveals that the rural school is a heterogeneous space where relationships between residents are configured, contributing to cultural strengthening through the transmission of cosmological knowledge. An existential perspective is also noted, based on understanding the world, social integration and the exercise of citizenship, key dimensions for the full recognition of the rights of humanity and the construction of a local and collective identity.},
     year = {2022}
    }
    

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  • TY  - JOUR
    T1  - Specificities of Teaching in Rural / Field Schools in Argentina and Brazil
    AU  - María Rosa Wetzel
    Y1  - 2022/03/29
    PY  - 2022
    N1  - https://doi.org/10.11648/j.reports.20220201.17
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    AB  - The article problematizes and recovers meanings about Rural Education / do Campo approached in schools of Primary Level Schools of Rural Modality of the Province of Entre Ríos, in the Argentine Republic and other institutions of the same modality located in three Municipalities of the State of Rio. Grande do Sul, in the Federative Republic of Brazil. Attending to the transformations that ruralities hold, as well as the current processes of elucidation of knowledge, the teaching practices developed by teachers and professors have been analyzed and problematized in multiple sections and some simple sections. The story shares meanings of a qualitative case study, with an approach to ethnographic studies. Case No. 1 is made up of two schools in Argentina, located in Colonia Viraró, Province of Entre Ríos. The other three cases correspond to the State of Rio Grande do Sul. Case No. 2 involves a school belonging to the Movimento dos Trabalhadores Rurais Sem Terra (MST) in the Municipality of Nova Santa Rita. Case No. 3, consisting of six schools located in the Municipality of Arvorezinha. Finally, case No. 4 is made up of an Indigenous school located in the Municipality of Viamão. Each of the cases reflects singularities, which have occurred due to the territorial transformations and the social struggles that have occurred in the rural social space. The approach to teaching at school in a rural context is not intended to be a comparative study, but rather shows two specific and diverse realities, regarding their national, geographic, cultural and historical sovereignty. Through different pedagogical strategies, teachers account for the didactic licenses selected as a way of responding to the specificity of teaching in a rural context. The exploratory analysis reveals that the rural school is a heterogeneous space where relationships between residents are configured, contributing to cultural strengthening through the transmission of cosmological knowledge. An existential perspective is also noted, based on understanding the world, social integration and the exercise of citizenship, key dimensions for the full recognition of the rights of humanity and the construction of a local and collective identity.
    VL  - 2
    IS  - 1
    ER  - 

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Author Information
  • Faculty of Educational Sciences and Institute of Agricultural Technology, National University of Entre Ríos, Concepción del Uruguay, Argentine Republic

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