@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
DO  - 10.11648/j.reports.20220201.17
T2  - Reports
JF  - Reports
JO  - Reports
SP  - 43
EP  - 48
PB  - Science Publishing Group
SN  - 2994-7146
UR  - https://doi.org/10.11648/j.reports.20220201.17
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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