Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

This article aims to problematize the school transportation situation in quilombola schools of the public system in Mato Grosso and to demonstrate how it has affected the access and school performance of students. This research starts from the reality of two of these schools: Escola Estadual Quilombola Tereza Conceição Arruda, from the Mata Cavalo community, and Escola Estadual Quilombola Maria de Arruda Muller, from the Abolição community, both in Mato Grosso. Methodologically, it is qualitative research, whose method used was geertzian ethnography. About the data collection instruments, we used participant observation, interviews — focus group technique — and a semi-structured questionnaire. The results indicate that the precarious condition of school transportation, added to the lack of road maintenance and the time spent inside the vehicles, affects the students school performance, interfering in the fulfillment of the workload, of the school days and of the proposed objects of knowledge.

The aim of this article is to broaden the discussion on Freire's theoretical-methodological assumptions relevant to interdisciplinarity that can support the formative processes in the Licentiate Degree in Rural Education. Therefore, we seek to reframe the concept of interdisciplinarity based on Freire. The methodological apparatus that supported the investigation was theoretical-bibliographic, being focused on a critical and inquiring reflection, as well as the hermeneutic task presented itself as appropriate. From it we extract that the proposal for the formation of the human being through the educational process based on Freire occurs based on the theoretical categories of dialogue, totality and otherness materialized in the methodology of the generating theme. The profound respect for the condition of human beings and the relationship between the parts and the whole that constitute problematizing education form the basis of interdisciplinarity based on Freire, present in the method of generating themes. Such discussion is fruitful in the Degree in Rural Education.

The objective of this study is the intercultural philosophic education and transformed learning. The Philosophy istaken as a continuous historical movement of knowledge from all parts of the world. In most cases, it was due to the confrontation among cultures, as violence, promoting silencing and epistemicides. Then, it is asked: What are the contributions of the intercultural philosophy proposed by Raúl Fornet-Betancourt and the liberating pedagogy of Paulo Freire as an alternative for the philosophical formation of the countryside subjects? This matter is approached in intercultural dialogues from the praxis in distinct spaces such as: State School of São Francisco de Assis, in Iratin, General Carneiro-PR; at University of the State of Paraná, campus União da Vitória-PR; at Federal University for Latin American Integration in Foz do Iguaçu-PR. The approximation of these experiences expresses the knowledge construction in a collaborative way and it takes the interculturality as a “what-to-do” oriented for the thinking and being re-learning in the world, as well as the exercise of recognition of memorial knowledge, biographic narratives and the history in the countryside territories in a critical dialogue with the history of philosophy and the Latin American education.

This article has as its object of analysis the National Forum of Rural Education - FONEC and its role as an organizing political agent, educator and, at the same time, a space of mediation and political-ideological unity of the struggles engendered by social movements, unions and grassroots organizations for the right to education. Its relevance is also evident in its protagonism in the struggles for the elaboration and consolidation of public policies for Education for Rural Areas. Through a historical approach, this work will analyze the periods of construction, affirmation and expansion of this organizational instrument and the challenges that are imposed on it in the current context, considering the idea of its understanding as an intellectual collective of the working class, based on the Gramscian conceptions of such categories.  

This article brings elements derived from collective reflections within the scope of social movements about the consequences of BNCC and BNC-Training on teacher training. Does a qualitative research and document analysis and presents a brief synthesis of the formative aspects contained in those normative documents, historicizes the emergence of specific courses for the formation of teachers for rural schools, recovers strategic elements of the formative proposal elaborated by teachers and social movements throughout their trajectory of struggles and ends by recognizing challenges and issues that need further reflection. With this, it seeks to contribute to the debate and building resistance to the overwhelming advance of capital on education.

The present article contextualizes the development of teacher-training colleges in Rural Education in Brazil, and outlines a brief historical overview of their formation according to the fields of knowledge they encompass. Through an exploratory and documentary research, the article carries out an assessment of the Pedagogical Projects from teacher-training colleges in Rural Education at Universidade de Brasília (UnB) and Universidade Federal do Espírito Santo (Ufes). It provides a comparative study between the curricular components of both colleges in regard to their Languages degree, highlighting their main differences concerning the course load, theoretical background, basic guideline conceptions and programmatic contents. As of the assessment, it also discusses some contradictions and punctuates the main gaps regarding the constitution of a project which aims at the formation of peasantry in the context of class struggle. At last, it reinforces that the denial of a theoretical education both consistent and coherent with the course premises implies on mystifying the possibilities of a counter-hegemonic action, thus hindering the promotion of organic intellectuals from the peasant community and representing a way of denying the possibilities, still very much hampered, of developing any alternatives to the capital.

This article discusses the main conceptions of development in Brazil in three specific historical moments: the mid-20th century developmentalism, the new developmentalism in the beginning of the 21st century and, recently, the Sustainable Development. We aim to analyze their connections to the changing demands for education. The bibliographical research and document analysis developed were based on dialectical historical materialism. We claim that the new developmentalism and the sustainable development do not constitute alternatives to neoliberalism, but, rather, that they are ideologies adopted for extreme poverty relief while, on the other side, feed rentier capitalism. The analyses evidence the contributions of the Marxist Theory of Dependence to thinking critically about the relation between contemporary education and development.

A obra resenhada é fruto da tese defendida pelo professor Paulino em 2006 no curso de doutorado em Ciência Sociais da Pontifícia Universidade Católica de São Paulo, publicada em formato de livro no ano 2009 e, mais tarde, em 2011 foi indicada ao prêmio Jabuti. Trata-se, portanto, de um livro valoroso, que mescla a escritura científica por meio de documentos e entrevistas biográficas, com a literatura, a poesia, a ficção, fotografias e a história da colonização alemã na região extremo-oeste de Santa Catarina. Paulino nos apresenta, desde o início de sua obra, um personagem fictício, o Alfredo, que nasceu em 1927, no Projeto Porto Novo (atualmente abrange os municípios de Itapiranga, São João do Oeste e Tunápolis). Aborda com maestria a influência da cultura alemã, do catolicismo, do poder político e do interesse capitalista naquela região, onde as concepções humanas podiam ser apenas duas: do bem ou do mal.

Presentem, l’estudi i contextualització de tres àmfores completes trobades a la vil·la romana de La Boella (La Canonja, Tarragona). Destaquem especialment que es tracta de tipus poc presents al Camp de Tarragona: dues àmfores mig-imperials itàliques Dressel 2 i una àmfora tarraconense Dressel 2 evolucionada, ambdues pròpies de cronologies de finals de s. II i principis del III dC.

Tróia (Carvalhal, Portugal) constituye uno de los grandes centros pesquero-conserveros del mundo romano, tal y como ponen de manifiesto los restos arquitectónicos actualmente conservados en el yacimiento, pertenecientes mayoritariamente a cetariae. Otras evidencias que verifican la importancia de las actividades haliéuticas en Tróia son las artes de pesca, documentándose un gran número de instrumental pesquero que ha sido objeto de estudio recientemente en el Museo Nacional de Arqueología de Lisboa. Los materiales, procedentes de antiguas excavaciones y casi en su mayoría inéditos, se corresponden con anzuelos, pesas, agujas y lanzaderas. En este trabajo se dan a conocer los anzuelos de pesca (setenta y siete ejemplares), presentándose un análisis morfo-tipológico y métrico de los mismos, comparándose la muestra inventariada con otros conjuntos de anzuelos romanos estudiados en la Península Ibérica como es el caso de la ciudad hispanorromano de Baelo Claudia.